Educación física en Colombia: área fundamental y formación docente

Resumen El presente artículo de revisión tiene como propósito abordar elementos que generen reflexión sobre la educación fisica como área fundamental y los procesos de formación de los profesores. Inicialmente se realiza una contextualización del país, posteriormente se abordan aspectos que contribuyeron en la consolidación del área, sus necesidades sociales e influencias políticas, continuando con una breve reconstrucción histórica de la formación docente. Finalmente, se interpretan los programas de formación actual a nivel de pregrado y postgrado para analizar su articulación y calidad.Palabras clave: Educación Física. Formación Docente. Programas de Formación. Physical education in Colombia: fundamental area and teacher training Abstract The purpose of this article of revision is to address elements that generate reflection on physical education as a fundamental area and the training processes of teachers. Initially, a contextualization of the country is carried out, later aspects that contributed to the consolidation of the area, its social needs and political influences are addressed, continuing with a brief historical reconstruction of teacher training. Finally, the current training programs are interpreted at the graduation and postgraduate level to analyze their articulation and quality.Keywords: Physical Education. Teacher Training. Formation Programs. Educação física na Colômbia: área fundamental e formação de professores Resumo O objetivo deste artigo de revisão é abordar elementos que geram reflexão sobre a educação física como área fundamental e os processos de formação de professores. Inicialmente, é realizada uma contextualização do país, posteriormente são abordados os aspectos que contribuíram para a consolidação da área, suas necessidades sociais e influências políticas, dando continuidade a uma breve reconstrução histórica da formação docente. Por fim, os atuais programas de formação são interpretados em nível de graduação e da pós-graduação para analisar a sua articulação e qualidade.Palavras-chave: Educação Física. Formação Docente. Programas de Formação.

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A reform of physical education syllabus and physical education teacher training in Singapore: The tripartite partnership between the Ministry of Education, the National Institute of Education and the local schools

Journal of Korean Society of Sport Policy ◽

10.52427/kssp.17.1.1 ◽

2019 ◽

Vol 17 (1) ◽

pp. 1-10

Author(s):

HoJin Chung

Keyword(s):

Teacher Training ◽

Physical Education ◽

Ministry Of Education ◽

Physical Education Teacher ◽

Education Teacher ◽

Local Schools

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Sistemas de evaluación en la formación del profesorado de Educación Física: un estudio de casos en contexto chileno (Assessment systems in Physical Education teacher training: a case study in Chilean context)

Retos ◽

10.47197/retos.v43i0.88570 ◽

2021 ◽

Vol 43 ◽

pp. 117-126

Author(s):

Francisco Gallardo Fuentes ◽

Bastian Ignacio Carter-Thuillier ◽

Víctor Manuel López-Pastor ◽

Rodrigo Ojeda-Nahuelcura ◽

Teresa Fuentes-Nieto

Keyword(s):

Teacher Training ◽

Physical Education ◽

Cognitive Skills ◽

Assessment System ◽

Physical Education Teacher ◽

Cross Sectional ◽

University Professors ◽

Education Teacher ◽

Assessment Systems

La evaluación ha dejado de ser una instancia que solo certifica el logro alcanzado a través de una calificación, sino que actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es: Identificar las capacidades cognitivas, los elementos del programa de asignatura y los procedimientos e instrumentos de evaluación empleados durante la Formación Inicial de profesores de Educación Física (FIPEF) en tres campus universitarios del sur de Chile a partir de la percepción de los estudiantes y académicos. Bajo un enfoque cuantitativo y un diseño de estudio de casos de tipo descriptivo y comparativo de corte transversal, se aplica el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física”. La muestra la conforman 162 estudiantes que cursan FIPEF y 44 profesores. Los principales resultados dejan ver una marcada presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado; por ejemplo, cuando el profesorado indica enfocar sus metodologías evaluativas a capacidades cognitivas como la “aplicación y comprensión”, el alumnado tiene una apreciación significativamente diferente. A modo de conclusión, se advierte la presencia de intencionalidad formativa en la entrega de información sobre los aprendizajes a través de los sistemas de evaluación, con la tarea de avanzar a una planificación didáctica, donde la evaluación sea coherente con las metodologías que se despliegan en el aula. Abstract. Assessment has ceased to be an instance that only certifies the achievement reached through a qualification, but is currently understood as a fundamental element to favour the teaching-learning processes. The aim of this study is: To identify the cognitive abilities, the elements of the subject syllabus and the assessment procedures and instruments used during the Initial Physical Education Teacher Training at three university campuses in the south of Chile, based on the perception of students and university professors. Under a quantitative approach and a descriptive and comparative cross-sectional case study design, the "Questionnaire for the study the assessment system in training of pre-service physical education teachers" was applied. The sample consisted of 162 pre-service teachers and 44 university professors. The main results show a marked presence of traditional assessment methodologies and instruments, as well as a differentiated appreciation between pre-services teachers vs. university professors; for example, when professors indicate that they focus their assessment methodologies on cognitive skills such as "application and understanding", students have a significantly different appreciation. In conclusion, we note the presence of formative intentionality in the delivery of information on learning through assessment systems, with the task of moving towards didactic planning, where assessment is coherent with the methodologies that are deployed in the classroom.

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A comparative study on the curricula of physical education teacher training for junior high schools in China and Japan

Japanese Journal of Sport Education Studies ◽

10.7219/jjses.31.1_13 ◽

2012 ◽

Vol 31 (1) ◽

pp. 13-28

Author(s):

Nan LIN

Keyword(s):

High Schools ◽

Teacher Training ◽

Physical Education ◽

Comparative Study ◽

Junior High ◽

Junior High Schools ◽

Physical Education Teacher ◽

Education Teacher ◽

China And Japan

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Individual Educational Trajectory as a Way to Reveal the Potential of a Future Teacher

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/13.3/458 ◽

2021 ◽

Vol 13 (3) ◽

pp. 387-400

Author(s):

Mykola Chymak ◽

Lidiia Khomych ◽

Larysa Nakonechna ◽

Maria Kopchuk-Kashetska ◽

Svitlana Zadoya

Keyword(s):

Physical Education ◽

World Order ◽

Social Needs ◽

Professional Activity ◽

Physical Education Teacher ◽

Education Teacher ◽

Stage Of Development ◽

Global Space ◽

Modelling Methodology ◽

High Level

New social needs in education at the beginning of the XXI century are primarily associated with the peculiarities of the development of higher education, which places high demands on the personality and professional activity of a physical education teacher, in difficult conditions, when the world is at a difficult stage of development, indicated by the search for an optimal socio-economic format of coexistence in the global space. The new concept of education requires the improvement of the pedagogical activity of future teachers and their achievement of the development of a high level of personal and professional potential, taking into account the socio-economic environment in which the national concepts of preparing young people for life in a changing and unpredictable world order compete, fighting for their right to dominance. The main purpose of the article is to form an algorithm for developing an individual educational trajectory, which is decisive in the formation of personal and professional potential of the future physical education teacher. To simplify and systematize this individual trajectory as much as possible, we used the IDEF0 functional modelling methodology, which allows us to visually see the algorithm of functioning of the studied process and the main elements that will be needed.

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Perspectiva de género en la formación de maestras y maestros de Educación Física (Gender perspective in the training of Physical Education teachers)

Retos ◽

10.47197/retos.v37i37.74253 ◽

2019 ◽

pp. 634-642

Author(s):

María Teresa LLeixa Arribas ◽

Susanna Soler Prat ◽

Pedrona Serra Payeras

Keyword(s):

Teacher Training ◽

Physical Education ◽

Physical Education Teachers ◽

Physical Education Teacher ◽

Pedagogical Approach ◽

University Professors ◽

Gender Perspective ◽

Sports Science ◽

Sports Activities ◽

Formación Docente

La formación del futuro profesorado de educación física en perspectiva de género, tal y como recogen la literatura y las normativas actuales, es una necesidad y un requisito para el desarrollo de una escuela, una actividad deportiva, y una sociedad en que se transformen los modelos y relaciones tradicionales de género y todo lo que conllevan. En este sentido, incorporar la reflexión crítica y dotar de herramientas para el cambio es una tarea ineludible para los centros universitarios de formación docente. No obstante, en la formación del profesorado, o en la formación en Ciencias de la Actividad Física y el Deporte (CAFD), son comunes los sentimientos de rechazo e incomodidad por parte del profesorado universitario ante los temas de género. Para poder ayudar a la superación de estas barreras, en el presente artículo presentamos un enfoque pedagógico para incorporar la perspectiva de género en la formación de maestras y maestros de educación física, así como una propuesta de situaciones de aprendizaje aplicables a esta formación. Abstract. As reflected in the literature and current regulations, the training of future physical education teachers on gender perspective is a necessity and a requirement in schools, sports activities, and society. This is essential for the transformation of traditional gender models and relationships, as well as for everything they entail. Therefore, incorporating critical reflection and providing tools for variations should be a mandatory task for teacher-training-focused universities. However, in physical education teacher training, or in Physical Activity and Sports Science education, feelings of rejection and discomfort in relation to gender issues are common among university professors. In order to help teachers overcome these barriers and have tools to develop a gender-sensitive teaching, in this article we present a pedagogical approach to incorporate gender perspective in the training of physical education teachers, as well as a proposal of learning situations that can be applied to this training.

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