ABSTRACT
In order to identify and analyze teachers’ conceptions that work with Initial Formation (IF) in Physical Education (PE) and their responsibility about School Physical Education, a qualitative collaborative research was carried out, in which twelve teachers participated. The results indicate that there is heterogeneity in understanding the responsibilities of School Physical Education (SPE), which gave rise to four categories of analysis: health promotion, body movement, human interaction and knowledge of legislation and theories. In conclusion, that teachers’ conceptions need theoretical support, because they rely on common sense (fad), ignoring the legal marks, which can be politically tension but not ignored.
Keywords:
Higher education; Teacher training; Physical education; Politics