The present study is a systematic review of literature, with the objective to map the typology of conceptual studies about professional identity, as well as the used conceptual fields and the evidence therefrom resulting. The research was made within the electronic databases ISI web of Knowledge, EBSCO (Academic Search Complete, ERIC and Sport Discus) and B-On, between 2002 and 2011. The research equation was "Professional Identity" AND "Review", in the fields ‘abstract’, ‘topic’ and ‘title’ having been integrated 22 articles. The content analysis was the technique used, with the following categories defined a priori: i) typology studies; (ii) conceptual framework around the professional identity; iii) indications for future researches about teacher's identity. The results showed a marked increase of publications in 2011, in large professional areas (teachers and nurses) and in two main stages of development (the learning and professional process), as well as a strong conceptual positioning of authors in the perspective of symbolic interactionism and in post-modernity. It was also clear that the concept of professional identity fits simultaneously in individual (personal and social) and collective dimensions. Indeed, it involves the individual, his/her relationship with the other in a given context and his/her sense of belonging to a group. Regarding the proposals for future investigations, the researches with a qualitative nature (ethnographic and longitudinal) in work places prevails, with emphasis on the observation of dynamics established in communities of practice and its speeches (public and private), in a combination of micro and macro analysis.

The functional asymmetry of the lower limbs has been regarded as a relevant factor of the performance of football players. We purposed to ascertain whether a specific technical training programme for the non-preferred foot has implications in the increasing utilisation rate of the respective member during the game. Young football players (n = 71) were randomly divided into experimental group (N = 35; 14.37 ± 1.94 years) and control group (N = 36; 14.50 ± 1.81 years). The study was developed into three stages: first, assessment of the index utilisation of both limbs during the game; second, application of a technical training programme that includes the drilling of specific motor skills exclusively directed to the non-preferred foot; and third, assessment of the new rate of both limbs’ utilisation after the predefined six months. The main findings were: (1) the use of the non-preferred foot increased significantly with the technical training programme in the experimental group and remained constant in the control group; (2) the use of the preferred foot decreased significantly in the experimental group and remained similar in control group. We concluded that a systematic and specific technical training for the non-preferred foot increases its use and reduces functional asymmetry in game situation, consequently improving the player’s performance.

O objetivo desta investigação foi analisar a carreira de professores de Educação Física, considerando os ciclos da trajetória profissional docente. Participaram do estudo descritivo-exploratório bietápico 64 professores de Educação Física atuantes em escolas municipais de Porto Alegre/RS. No primeiro momento foram aplicados questionários (n=64) e no segundo momento realizadas entrevistas semiestruturadas (n=13). Os resultados possibilitaram a identificação de cinco ciclos que caracterizam a carreira docente dos professores de Educação Física, nomeadamente a Entrada na Carreira, Consolidação das Competências Profissionais na Carreira, Afirmação e Diversificação na Carreira, Renovação na Carreira e Maturidade na Carreira. A continuação dos estudos é sugerida para acompanhar docentes após o processo de aposentadoria, bem como ampliar a caracterização dos diferentes ciclos da carreira de professores de Educação Física.

Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.

RESUMO A globalização veio provocar alterações profundas nas estruturas das sociedades contemporâneas e, concomitantemente, na expressão e teorização da identidade. O presente estudo traz a debate os desafios colocados à (re)construção da identidade do professor, que se deslocou de um nível de não reflexividade para um metanível de atividade reflexiva e crítica, pondo em tensão a unidade e a continuidade da identidade, nas dimensões individual e coletiva, de onde pode emergir o sujeito da transformação social. Tratando-se de um processo interativo de (re)construção de sentido, a identidade do professor não dispensa a prática comunicacional e requer um pensamento reflexivo crítico e uma intervenção ativa, que depende do envolvimento do professor e está relacionado com o profissionalismo e a competência profissional.