<b><i>Habitus</i> and class <i>habitus</i>: analogies on the professional development of physical education teachers
Abstract
Physical Education teachers’ habitus in primary and secondary government-run and private schools in the municipality of Ivaiporã, Paraná state, Brazil, is investigated with regard to their professional development. A descriptive and qualitative research with eleven teachers was undertaken. Data were retrieved by a semi-structured interview, with content analysis (Bardin, 1977). Results showed that teachers share a class habitus, with similarities in understanding, forms, difficulties, investments and incentives on professional development. Teachers should engage in a process of continuous education that goes beyond the development of technical skills but which also involves critique, self-awareness, autonomy and political commitment of the teacher in Education.
Downloads
This work is licensed under a Creative Commons Attribution 4.0 International License.
DECLARATION OF ORIGINALITY AND COPYRIGHTS
I declare that this article is original and has not been submitted for publication in any other national or international journal, either in part or in its entirety.
The copyright belongs exclusively to the authors. The licensing rights used by the journal are the Creative Commons Attribution 4.0 (CC BY 4.0) license: sharing (copying and distributing the material in any medium or format) and adaptation (remixing, transforming, and building upon the material thus licensed for any purpose, including commercial purposes) are permitted.
It is recommended that you read this link for more information on the subject: providing credits and references correctly, among other crucial details for the proper use of the licensed material.
