Abstract
The main objective of this study was to analyze the study plans of every institution offering teaching majors in Physical Education and Sports in Portugal, in order to determine the existence of formative evaluation issues in initial formation of future teachers. The sample was constituted by the curricula and study plans of every Physical Education and Sport teaching majors offered in every Portuguese university, as well as polytechnic Institute (graduate Schools); amounting to 29 higher education institutions. The returned data were 100%. Collected data were submitted for a descriptive statistical and a content analysis, using the NVivo software. Eleven (37. 9%) of these institutions were higher schools for education, private colleges were also eleven and seven were (24.2%) state universities. Related with formative teaching approach, data suggest the existence of discrepancies between initial teacher training models for physical education nationwide, both in content and structure. There are, however, similar training mechanisms with defined standards, according to each Institution. There is also no evidence of consensus between the institutions, when it comes to the contents related with formative subjects. Students’ success is proportional to the quality of the teaching and learning process.
Key words: Education, student, learning, evaluation, physical education, teaching.
