Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school placement (i.e. an academic school year) and included researcher observations, researcher field notes, and semi-structured interviews with preservice teachers and their cooperating teacher. A thematic analysis was used in a process of constant comparison. Emotions were labelled using Zembylas’ three main categories: ideology; school culture; and power relations. A fourth category labelled physical education culture was created through an inductive thematic analysis to capture emotions deemed to align specifically to the teaching of physical education. With respect to ideology, preservice teachers alluded to positive emotions such as care for students, a sense of accomplishment and happiness. Challenging emotions included insecurity/anxiety, disappointment and anger/frustration. Related to school culture, while preservice teachers expressed a sense of belonging they also reported feeling powerless with respect to particular rules enforced by the school. Related to power relations, while preservice teachers were thankful for having a school structure guiding them they, at times, regretted the limited opportunity that such structure allowed them in cultivating agency. Becoming a physical education teacher triggered specific emotions such as practising safety within the gymnasium and a rise in confidence when recognised as a physical education teacher by other physical education teachers.

Abstract:The aim of this study was to examine how Physical Education pre-service teachers construct their Professional Identity [1, 2] through their daily practices. A non-participant observation was made, included field notes, videotaping of the daily practices and interviews. The findings show that the pre-service teachers: (i) make a set of tasks: planning, class management, reflecting, participation in school activities and meetings (ii) improve their teaching skills because they're working within a community of practice (iii) experience some anxiety in the beginning of the practicum, overcome with the raise of confidence and believe that their responsibility overflows the lessons context.

ResumoA formação de professores tem experienciado alterações substantivas no que diz respeito à sua concetualização e organização. Atendendo ao facto de a aprendizagem ser situada social e culturalmente, este texto de reflexão concetual procurou reequacionar o valor formativo das Comunidades de Prática para a construção da identidade profissional de futuros professores em contexto de estágio, bem como identificar os constrangimentos que pode encerrar. Da reflexão sobreveio o potencial das Comunidades de Prática no processo de construção da identidade profissional dos estagiários, que aqui encontram um espaço de partilha e de reflexão que lhes permite construir e reconstruir conceções, pelo assumir gradual de papéis potencialmente emancipatórios. Já as limitações incorrem das relações estabelecidas no seio das Comunidades de Prática quando estas se estruturam com base numa hierarquia excessiva e unidirecional.Palavras-chave Comunidade de Prática; Identidade profissional; Estágio; Estudantes estagiários IntroduçãoNos anos 90 do século XX, as alterações concetuais e estruturais na formação de professores resultaram no estabelecimento de parcerias entre as

RESUMOO propósito central deste estudo foi detetar a valorização e o entendimento que os professores cooperantes têm de reflexão e de formação de professores reflexivos. Adicionalmente procurou-se identificar as estratégias que estes percecionam como mais eficazes na promoção da capacidade de reflexão do estudante-estagiário. Participaram neste estudo 21 professores cooperantes da Faculdade de Desporto da Universidade do Porto (FADEUP) do ano letivo 2009/10, responsáveis pela orientação da prática de ensino supervisionada (PES) no contexto escola. Na recolha de dados recorreu-se a uma entrevista semi-estruturada com quatro questões abertas. Para analisar os dados utilizou-se a análise de conteúdo, por recurso a um processo dedutivo-indutivo. Os professores cooperantes revelaram um entendimento de reflexão marcado pelas ideias de Schön (1983), sendo evidente no seu discurso a valorização da reflexão no processo formativo dos estudantesestagiários. Em termos de estratégias promotoras da reflexão as mais valorizadas foram o diálogo, o questionamento sistemático e a emissão de feedbacks. Palavras-chave:Reflexão; Professores cooperantes; Estágio profissional; EstudanteEstagiário. PROMOTING REFLECTION IN THE CONTEXT OF VOCATIONAL TRAINING IN PHYSICAL EDUCATION TEACHERS IN COOPERATING PERSPECTIVE ABSTRACTThe main purpose of this study was to detect the valuation and the understanding that the cooperating teachers have of reflection and reflective teacher training. Additionally it was tried to identify the strategies that these understand as more effective in promoting student reflection. Participated in this study 21 cooperating teachers of Faculty of Sport, University of Porto, at the academic year 2009/2010, that supervised the practicum in the school context. Semi-structured interview with four open questions were used in data collection. Data was analyzed using the content analysis, under an inductive-deductive process. The cooperating teachers showed an understanding of reflection marked by the Schön (1983)

A scoping review from 2000 to 2020, in a qualitative approach, were analyzed in order to provide a synthesis of the empirical issues concerning conflict mediation in schools in the context of teacher education, and to investigate the extent to which empirical research has provided evidence on key elements that are crucial to develop conflict mediation skills among teachers. A scoping review, on Scopus and B-on online databases, was made using nine inclusive criteria. The results showed that the number of publications is stable throughout the years. Seven journals published studies about this subject. Two continents are represented in the reviewed studies. They were mostly on-site and qualitative research and focus the mediation as a method of conflict resolution, and as a tool to introduce initial learning-to-teach experiences. There are a few empirical studies in which conflict mediation and its impact on teacher education is sufficiently explored. A thematic overview of reported outcomes suggested that although mediation is perceived as positive and encourages emotional, cognitive, and moral learning, stimulating pre-service teachers' reflective thinking, teachers identify a deficiency when it comes to their training.