<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000300312</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.3.22740</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inserção profissional de professores de educação física iniciantes: aprendendo a ser professor]]></article-title>
<article-title xml:lang="en"><![CDATA[The employability of education beginners physics teachers: learning to be a teacher]]></article-title>
<article-title xml:lang="es"><![CDATA[La inserción laboral de los profesores de educación física principiantes: aprender a ser un maestro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gariglio]]></surname>
<given-names><![CDATA[José Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>312</fpage>
<lpage>326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000300312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000300312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000300312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo relata os achados de uma pesquisa que trata dos aspectos singulares dos processos de inicia&#231;&#227;o &#224; doc&#234;ncia e &#224; aprendizagem docente vivida por professores de educa&#231;&#227;o f&#237;sica licenciados, egressos de uma universidade da rede federal de ensino. A metodologia de pesquisa &#233; de cunho qualitativo, de car&#225;ter descritivo. O estudo foi realizado com 13 professores iniciantes (nove homens e quatro mulheres) e fez uso de duas t&#233;cnicas de coleta de dados: entrevista e an&#225;lises de casos de ensino. Os dados da pesquisa mostram que o pertencimento a um determinado campo disciplinar &#233; um elemento importante a considerar para an&#225;lise dos processos de inser&#231;&#227;o profissional e aprendizagem docente, j&#225; que definem modos particulares e cruciais de ser professor e de se inserir na profiss&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports the findings of a survey that addresses the unique aspects of the initiation processes teaching and teacher learning experienced by teachers of physical education graduates, graduates of a university of the federal schools. The research methodology is qualitative nature, descriptive character. The study was conducted with 13 beginning teachers (9 men and 4 women) and made use of two data collection techniques: interview and analysis of teaching cases. The survey data show that membership in a particular subject area is an important element to consider for the analysis of profesional integration processes and teacher learning as they set specific and crucial ways to become a teacher and to enter the profession.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo presenta los resultados de una encuesta que se ocupa de los aspectos &#250;nicos de la iniciaci&#243;n de los procesos de ense&#241;anza y aprendizaje docente experimentado por los profesores de los graduados de educaci&#243;n f&#237;sica, los graduados de una universidad de las escuelas federales. La metodolog&#237;a de investigaci&#243;n cualitativa es la naturaleza, car&#225;cter descriptivo. El estudio se realiz&#243; con 13 maestros principiantes (9 hombres y 4 mujeres) y uso que se hace de dos t&#233;cnicas de recolecci&#243;n de datos: entrevista y an&#225;lisis de casos de ense&#241;anza. Los datos de la encuesta muestran que la pertenencia a un campo particular del asunto es un elemento importante a tener en cuenta para el an&#225;lisis de los procesos de integraci&#243;n profesional y maestro de aprendizaje, ya que establecen formas espec&#237;ficas y cruciales para convertirse en un maestro y para entrar en la profesi&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Iniciação à Docência]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Introduction to Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Learning]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Introducción a la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[El Aprendizaje del Profesor]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AKKERMAN]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[MEIJER]]></surname>
<given-names><![CDATA[P. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A dialogical approach to conceptualizing teacher identity.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>308-19</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERLINER]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A personal response to those who bash teacher education.]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year></year>
<volume>51</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>358-71</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BIRKELAND]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[FEIMAN-NEMSER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Helping school leaders help new teachers: a tool for transforming school-based induction.]]></article-title>
<source><![CDATA[The New Educator]]></source>
<year></year>
<volume>8</volume>
<page-range>109-38</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COCHRAN-SMITH]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A tale of two teachers: learning to teach over time.]]></article-title>
<source><![CDATA[Kappa Delta Pi Record]]></source>
<year></year>
<volume>48</volume>
<page-range>108-22</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COCHRAN-SMITH]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning and unlearning: the education of teacher educators.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>19</volume>
<page-range>5-28</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COCHRAN-SMITH]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Why people teach and why they stay. Bank Street College of Education.]]></article-title>
<source><![CDATA[Occasional Paper Series]]></source>
<year></year>
<volume>16</volume>
<page-range>23-3</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DALGARNO]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[COLGAN]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Supporting novice elementary mathematics teachers' induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>23</volume>
<page-range>1051-065</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ENDO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[REECE-MILLER]]></surname>
<given-names><![CDATA[P. C.]]></given-names>
</name>
<name>
<surname><![CDATA[SANTAVICCA]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Surviving in the trenches: a narrative inquiry into queer teachers' experiences and identity.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>26</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1023-030</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FEIMAN-NEMSER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning to teach]]></article-title>
<source><![CDATA[The Institute for Research on Teaching]]></source>
<year></year>
<volume>64</volume>
<page-range>1-40</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FEIMAN-NEMSER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[FLODEN]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The cultures of teaching]]></article-title>
<source><![CDATA[The Institute for Research on Teaching]]></source>
<year></year>
<volume>74</volume>
<page-range>80-0</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRIESEN]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[BESLEY]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher identity development in the first year of teacher education: a developmental and social psychological perspective.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>36</volume>
<page-range>23-32</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HONG]]></surname>
<given-names><![CDATA[J. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>26</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1530-543</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELCHTERMANS]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[BALLET]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Micropolitical literacy: reconstructing a neglected dimension in teacher development.]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year></year>
<volume>37</volume>
<page-range>755-67</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELCHTERMANS]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[BALLET]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-20</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO GARCÍA]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Los comienzos en la docencia: un profesorado con buenos principios.]]></article-title>
<source><![CDATA[Profesorado. Revista de Currículum y Formación de Profesorado]]></source>
<year></year>
<volume>13</volume>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOULDING]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[STEWART]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
<name>
<surname><![CDATA[DUNMEYER]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Pre-service teachers' sense of efficacy: relationship to academic ability, student teaching placement characteristics, and mentor support.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>41</volume>
<page-range>60-6</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROTS]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[KELCHTERMANS]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[AELTERMAN]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning (not) to become a teacher: a qualitative analysis of the job entrance issue.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RUS]]></surname>
<given-names><![CDATA[C. L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teachers' professional identity: a content analysis.]]></article-title>
<source><![CDATA[Procedia. Social and Behavioral Sciences]]></source>
<year></year>
<volume>78</volume>
<page-range>315-19</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHULMAN]]></surname>
<given-names><![CDATA[L. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Knowledge and teaching: foundations of the new reform.]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year></year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SMITH]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher educators' expertise: what do novice teachers and teacher educators say?]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>21</volume>
<page-range>177-92</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VEENMAN]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Perceived problems of beginning teachers.]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year></year>
<volume>54</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>143-78</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VONK]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Mentoring beginning teachers: development of a knowledge base for mentors.]]></article-title>
<source><![CDATA[American Educational Research Association]]></source>
<year></year>
<volume>1</volume>
<page-range>1-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
