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This summary discusses the results of a research that aimed to investigate the possible relationships between the life trajectories of beginning Physical Education (PE) teachers, training processes and the challenges of starting to teach. The study starts from the premise that life stories constitute a reservoir of knowledge that beginning teachers would mobilize in situations of facing the challenges and dilemmas of starting to teach. The study was carried out with 12 PE teachers who had graduated from the PE degree course at the Federal University of Minas Gerais (UFMG) and used a single instrument for data construction: the narrative interview. The research findings suggest that life trajectories shape plural teachers, with different social dispositions, which would make professional insertion trajectories a plural, situated and non-transferable social phenomenon. [ABSTRACT FROM AUTHOR]

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Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)