TITLE:
Initial Motivation and Pedagogical Support of Physical Education Students of Unipampa-RS
AUTHORS:
Marcio Cossio Baez, Juan José Mouriño Mosquera, Claus Dieter Stobäus
KEYWORDS:
Education, Motivation, Pedagogical Support, Student Well-Being, Physical Education
JOURNAL NAME:
Creative Education,
Vol.8 No.9,
July
27,
2017
ABSTRACT: Joining in Higher Education brings with it a range of new life learning of the
young students, in any university course. Often the students are surprised positively
when faced with different realities than they had previously lived, due
to their lack of experience. The entire thesis is about the process of building
well-being and quality, supported on literature revision, with interfaces of
Positive Psychology field. This excerpt of the theoretical contributions and a
quantitative part, aimed to accompany the education process of Physical
Education with 100 (from a 147 invited students, at the Federal University of
Pampa-UNIPAMPA, in Uruguaiana-Rio Grande do Sul, Brazil, who answered
the Assessment of Initial Motivation and Pedagogical Support Questionnaire
(which examines factors of admission in the higher course frequented and
factors of choice of the teaching profession), attending four of the eight semesters
of bachelor degree. The most relevant results were: high Initial Motivation
Assessment and Pedagogical Support with a mean of 26.16 points (SD =
5.36); Educational Training Model evidencing valorization of this process, average
58.85 points (SD = 7.73); Professional Results pointing to a positive
perspective regarding the professional future, average 29.28 points (SD =
3.65); good support in the internship with an average of 49.69 points (SD =
8.75). We could contrast the results with other previous studies, this being
considered smaller. It is necessary to construct experiences in more realistic
university spaces and to provoke learning at higher and positive levels of
well-being, through support for constructive practical and theoretical experiences,
insertion in richer experiences in inner and outside school environments,
participation in study groups and, mainly, by a better continuous professional
appreciation of the Physical Educator.