The Physical Education teacher in formation: the theory-practice challenge in the construction of professionality

The present study is the result of a research that has as its object the initial formation of teachers, investigating the constitution of the field of knowledge of the student, teacher in formation. Therefore, the following question was asked: How are students, teachers of Physical Education in formation, are constituting their knowledge, especially regarding the articulation theory and practice, including the tensions between the field of formation (Faculty)? and the professional field (School Space) that configure the exercise of teaching in Physical Education, and how this knowledge contributes to the construction of their professionality? This is a qualitative, descriptive, exploratory approach. From the analysis results it can be highlighted that the students, teachers of Physical Education in formation, consider themselves responsible for the learning of their students, serving as reference for them; Regarding the early insertion into teaching practice, students consider it as an important field of knowledge for the formation and construction of their professionality, as a set of behaviors, knowledge, attitudes and values that constitute the specificity of being a teacher.