SINGULARITIES OF PROFESSIONAL BEGINNING OF PHYSICAL EDUCATION TEACHERS

This article reports on the findings of a study that addresses the unique aspects of teaching initiation processes for 13 Physical Education teachers graduated at UFMG. The methodology is qualitative and uses only one data collection technique: semi-structured interviews. The survey's data show that belonging to a particular disciplinary field is an important element to be considered for the analysis of teachers' distinct trajectories in the period of their professional initiation, since they establish crucial ways of being a teacher and entering the profession.