[en] This study is a synthesis of the theories about the knowledge base for teacher in Physical Education, claimed by teaching internship programs, supervised by normative documents regulating the stage and the thought of Supervisors. The descriptive and interpretive analysis research was made by convergence between the supervised training programs for teacher education and educational policy, taken by the institutions in dealing with the organization of knowledge for initial teacher in Physical Education. The sample was composed by standard-setters documents governing the organization of teaching preparation in six higher institutions of initial teacher education programs and the thought of 12 subjective internship supervisors, related to those institutions. The results show that the proposed reform of teacher training, induced by the Bologna process, came induced the institutions to create training courses that enable the redesign of the curriculum, because of accreditation requirements established in specific legal framework (Decree Law 43/2007 of February 22nd). The idea of reform is the paradigm shift from a teaching-based transmission of knowledge for a teaching centred on skills development, placing the student at the core of the educational formative process. Furthermore, is directed to the review of the initial pedagogical understanding of the student intern, considering this in their training courses, builds and deconstructs their knowledge and skills as needed to their expectations and experiences. For supervisors stage, they consider the social contexts in which the training field falls affect education to a permanent change in the axes of its scientific basis, its organization and pedagogical/didactic orientation. However, the issues faced by those who reflects on training practices reveal the distinction between complain about teaching and the social conditions that influence the teaching itself (Albuquerque, Graça &Januário, 2005; Sá-Chaves, 1997; Van Manen, 1995; Zeichner, 1993).

[fr] Cette étude vise à réaliser une synthèse des théories de la connaissance de base pour la formation des enseignants en éducation physique (EPS). Le matériel analysé est composé de programmes de stage (ST), des documents normatifs qui le régissent et de la pensée des superviseurs universitaires (SU). La nature de la recherche est descriptive et interprétative. Elle traite de l'analyse des convergences entre les programmes de ST pour la formation des enseignants et les politiques éducatives menées par les institutions face à l'organisation des connaissances pour la formation initiale des professeurs d'EPS. Le corpus est constitué de documents standards qui régissent l'organisation du ST dans les institutions de formation initiale des enseignants d'EPS, des programmes du ST de 6 établissements et de la pensée subjective de 12 SU liés à ces institutions. Les résultats soulignent que les propositions de réforme de la formation des enseignants, induites par le processus de Bologne, ont forcé les institutions à créer des cours de formation qui ont réorganisé la structure curriculaire des programmes à la lumière des exigences d'accréditation établies dans le cadre juridique spécifique.