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Copyright of Caderno de Educação Física e Esporte is the property of Caderno de Educacao Fisica e Esporte 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.)

Objective: To present the experiences and living, graduating experiences contributions of the initial academic formation and experiences of professional development of six beginning teachers, graduating from a Physical Education course. Methods: The study has a qualitative character of descriptive way with approach and transversal design. An interview was used in data collection, with content analysis treatment. Results: The main results show the appreciation of the disciplines of educational training and pedagogical training, discrepancies between training and school context and the influence of adverse situations as challenging elements at the beginning of teaching. The motivation and desire to remain in the profession reveal elements of positive perception of professional effectiveness. Conclusion: It is concluded that teachers perceive as meaningful the experiences of academic life, feel motivated to teach, although the challenge of experiencing the shock of reality. We suggest the approximation of the initial formation with the context of the teaching, the pedagogical support at the beginning of the career with the objective of contributing to the professional development in a continuous sense. [ABSTRACT FROM AUTHOR]

Objective: To investigate the knowledge and motivations for the initial formation of undergraduate Physical Education students, based on previous experiences and the beginning of the course. Methods: The research was characterized as descriptive with a qualitative approach and transversal design. Participated 16 students of the 1st year of Physical Education Degree course of the State University of Western Paraná. To obtain the data, the semi-structured interview with results treated by the content analysis technique was used as instrument. Results: The results related to the knowledge and motivations prior to entering the course were mainly the presence of having a teacher in the family, the taste for the sport, the want to be a teacher, the taste for teaching, the Physical Education teacher of the school as a for example, having a higher education diploma and sports experience. Regarding the knowledge and motivations pertinent to the experiences from the entrance to the course, the most important were the links with the peers, teachers and contact with the school. Conclusion: The knowledge is still constituted in the previous life of the potential teacher, with indicatives of motivation to teaching, being important for the expansion of teaching knowledge, the links established from the entrance in the degree in Physical Education, related to personal and academic support between peers, the relationship of affinity with disciplines and teachers, as well as experiences in school. [ABSTRACT FROM AUTHOR]

Copyright of Caderno de Educação Física e Esporte is the property of Caderno de Educacao Fisica e Esporte 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.)