Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.

Explorar as vozes de estudantes estagiários/as de Educação Física acerca do processo de reconfiguração do ensino presencial para o ensino on-line foi o propósito deste estudo. Foram incluídas 48 narrativas de estudantes-estagiários/as de quatro instituições de ensino superior de formação de professores de Educação Física em Portugal. A análise temática teve como conceitos sensibilizadores os elementos essenciais para a transação educativa (Garrison et al.), as caraterísticas pedagógicas que influenciam as experiências dos/as alunos/as no uso de dispositivos digitais (Kearney et al.) e o papel das emoções no aprender a ser professor/a (Zembylas). O empobrecimento do currículo, focado nas áreas da aptidão e dos conhecimentos, aliado à ausência de corpos (dos/as próprios/as estagiários/as e dos/as alunos/as) e de ‘toque’ comprometeu a aprendizagem de alunos/as e estagiários/as. A tecnologia, quando usada para promover o envolvimento, a comunicação e as interações, evitou que o espaço virtual se tornasse num ‘não lugar’. Os imperativos burocráticos, de regulação e controlo, comprometeram a aprendizagem e a função formativa da avaliação. O sentimento dos/as estagiários/as foi de perda por não interagirem presencialmente com os/as seus/suas alunos/as, mas também foi um desafio e um reconquistar de espaço de agenciamento junto aos/às orientadores/as.   Submetido: 15.02.2021 Aceite: 20.05.2021

Cooperating teachers’ teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers’ learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al.2014; Lave and Wenger, 1991). A case study approach was employed to examine the challenging supervisory experiences of a highly experienced physical education cooperating teacher that led to the reconstruction of her professional identity. Data were collected throughout a one-year school placement and included three semi-structured interviews with the cooperating teacher and the cooperating teacher’s daily journals entries. Analysis was informed by grounded theory coding procedures. Themes included: (i) the challenge of changing entrenched teaching and mentoring practices to connect with pre-service teachers; (ii) reconfiguring mentorship to expand pre-service teachers’ limited teaching ideias and range of teaching tools; and (iii) the possibility of practicing different mentoring strategies for different ‘types’ of pre-service teachers. We infer that contextual factors and teaching perspectives play a role in the cooperating teacher’s legitimate peripheral participation in teacher education and constitutes elements of her professional identity development.