LAUSR

This study examines some factors conditioning and restrictions to teachers’ work in Physical Education’s pedagogical practice, based on the opinions of five teachers who participated in a continuing education process. We chose a qualitative research approach, collecting data from 16 focus groups, which were recorded, transcribed and analyzed using content analysis. The results indicated that the difficulties related to career planning and infrastructure conditions directly affect professional practice. Besides, institutional curriculum development has created new dilemmas for teachers, especially related to leadership in decision-making processes during professional actions. We concluded that teaching work has to be rethought in order to professionalize teaching. Therefore, we must look at teacher training from within, valuing teachers’ professional status and the relation that emerges from that interaction with their work.