TRAJECTORIES OF THE EVALUATION HABITUS DURING TEACHING CAREERS

Abstract

This study analyzed the histories and changes in the evaluative habitus of Physical Education teachers during their careers. Twelve teachers from the state primary education system in Paraná were interviewed. NVivo 10 software was used on data to identify categories of analysis. The results showed that teachers’ careers included practices focused on process (evolution) and engagement (group-centered), even though their experiences during school life and professional training initially determined teachers’ evaluation habitus, which included practices focused on product (result) and selection (individual-centered). These changes resulted from teachers’ relations with educational tensions such as educational documents’ focus on formative evaluation, the social function taken on by the school, and changes in student profile.

Keywords:
Evaluation Studies; Physical Education; Teaching; Teachers