Percepções dos alunos sobre o conhecimento pedagógico do conteúdo em professores de ciências do esporte: uma análise de rede
DOI:
https://doi.org/10.47197/retos.v59.106829Palavras-chave:
percepções, alunos, conhecimento de conteúdo pedagógico, ensinoResumo
Introdução: As percepções dos alunos sobre o conhecimento pedagógico do conteúdo são essenciais para alcançar um ensino de qualidade nas ciências do esporte. Objetivo: Os objetivos do estudo foram (1) examinar as percepções dos alunos sobre o conhecimento pedagógico do conteúdo declarado pelos professores de ciências do esporte; (2) analisar as relações entre os componentes do conhecimento pedagógico dos conteúdos declarados a partir da análise de redes. Métodos: Estudo transversal. Os dados foram coletados por meio do questionário de percepções, que incluiu 28 itens organizados em quatro categorias: conhecimento da disciplina, objetivos e contextos de instrução, representações instrucionais e estratégias de ensino e conhecimento sobre a aprendizagem dos alunos. Foi realizada análise fatorial confirmatória e estimados os índices de ajuste do instrumento. O α de Cronbach foi calculado e as medidas de proximidade, centralidade e força dos itens foram determinadas através do software Amazing Statistics Program (JASP). Resultados: Responderam ao questionário 482 estudantes, com idades entre 18 e 44 anos (média = 21,73; DP = 2,77). 92,5% dos alunos relataram que seus professores (sempre/frequentemente) demonstraram conhecimento da matéria, 86,7% tinham (sempre/frequentemente) objetivos e contexto instrucional, 86% utilizavam (sempre/frequentemente) representações instrucionais e estratégias didáticas; e 82% reconheceram que os professores (sempre/frequentemente) têm conhecimento da aprendizagem dos alunos. Na análise da rede, foi encontrada maior correlação entre o conhecimento da matéria, o comprometimento com o ensino, a variedade de métodos utilizados e as questões norteadoras utilizadas pelos professores. Conclusões: Os resultados sugerem que as percepções dos alunos são um fator determinante nas formas como os professores declaram o conhecimento pedagógico do conteúdo em sala de aula. Este trabalho teve como foco destacar a influência das percepções e interações dos alunos entre os componentes do conhecimento pedagógico do conteúdo em professores de ciências do esporte.
Palavras-chave: percepções, estudantes, conhecimento pedagógico do conteúdo, análise de redes, ensino.
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