Didactics and Physical Education teacher education: an analysis based on graduation student assessment

Abstract The aim of this study was to analyze the learning of teaching with approximately 80 students from a Physical Education graduation course within the context of the formation in Didactics. It is a research cutout involving 14 teacher formation courses, guided by the following questionnaire: what contributions has the teaching of didactics provided to the future teacher, aiming at the construction of their own professional practice? The data were obtained through the use of a questionnaire and group discussions. Theoretically, it was based on the understanding that the act of teaching involves the specialized action of the teacher to promote the learning of their students, requiring the mobilization of specific knowledge, recognized as a professional teaching knowledge basis. The analysis shows that the contributions of the teaching of didactics, underpinned by the critical perspective, can be crucial for the formation of professional knowledge, since the emphasis in the course, as a whole, is on technical education.