TEACHER IDENTITY AND CONTINUING EDUCATION IN SCHOOL PHYSICAL EDUCATION: AN INTEGRATIVE REVIEW

Abstract

This article aimed to investigate the scientific production on teacher identity and continued training in school physical education, analyzing how the relationship between these two dimensions of teaching is debated. The employed method was the integrative review of four databases, analyzing 11 works. The studies demonstrated the complexity of the theme by approaching it from different perspectives: possibilities and types of continued education, the subjectivity of teachers in education, the role of the community, the other and alterity in the development of a professional identity. We conclude that the theme of teaching identity and its relationship with continuing education proved to be relevant and contemporary, as it converges on the teachers' own pedagogical practice, in being at school. We also point out the need for more studies on the topic, given its impact on teaching activity, with consequences for the conception of school physical education.

Keywords
Teacher Identity; Continuing Training; Physical Education; Integrative Review