Valoración sobre la formación en la mención de Educación Física, por parte del alumnado de Grado en Educación Primaria (Primary Education degree students’ assessment of training in the area of Physical Education)

La formación inicial de los maestros especialistas en Educación Física ha “sufrido” profundos cambios con las reformas educativas. Lo que debiera seguir siendo igual de relevante es la importancia que tiene el hecho de que sean los propios alumnos quienes valoren la calidad de su formación como docentes especialistas futuros en esta área. En este estudio, nos servimos del instrumento validado por Moreno y Conte (2001) para la Valoración y Capacitación sobre la Docencia en Educación Física (V.A.C.D.E.F.), que hemos pasado a 39 alumnos del Grado en Educación Primaria, que cursan la mención en Educación Física, de un Centro de la Universidad de Cádiz. Entre los hallazgos más importantes, hemos de destacar que los alumnos se sienten, a nivel general, capacitados para desempeñar la labor docente futura, están de acuerdo con los contenidos que se imparten en su formación, se encuentran interesados por los aspectos técnicos de los deportes y por la especialidad en sí misma y apuestan por más clases prácticas dentro de su formación. Abstract. The initial training of Physical Education teachers has "undergone" deep changes along with educational reforms. What should remain equally relevant is that students, as future specialist teachers in this area, should be the ones who value the quality of their education. In this research, we use the tool validated by Moreno and Conte (2001), the Assessment and Training on Teaching in Physical Education (V.A.C.D.E.F.), which we applied to 39 Primary Education degree students who attend the program in Physical Education at a Center of the University of Cádiz. Among the most important findings, we emphasize that the majority of students feel well trained for carrying out the future teaching work. They agree with the contents that are imparted in their program, they are interested in the technical elements of sports and the specialty itself, as well as they strive for more practical classes within their training.

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Aprendizaje por proyectos e interdisciplinariedad en la mención de educación física del grado de maestro de primaria (Cooperative Learning Projects in the Primary Education Teaching Degree Module of Physical Education)

Retos ◽

10.47197/retos.v0i35.63446 ◽

2018 ◽

pp. 391-395

Author(s):

Manuel Lizalde Gil ◽

Carlos Peñarrubia Lozano ◽

Berta Murillo Pardo ◽

Julio Latorre Peña ◽

Inma Canales-Lacruz

Keyword(s):

Physical Education ◽

Primary Education ◽

Physical Activities ◽

Individual Work ◽

Faculty Of Education ◽

The Individual ◽

Educación Primaria ◽

The University ◽

Learning Projects ◽

Competencias Transversales

El trabajo que se presenta recoge la experiencia de un proyecto de coordinación interdisciplinar entre tres asignaturas de la mención de educación física del grado en magisterio en educación primaria (actividades físicas individuales, actividades físicas de oposición y colaboración, y actividades físicas artístico-expresivas) en torno al contenido del acrosport. Se establecieron dos objetivos: identificar las diferencias significativas en cuanto a las calificaciones obtenidas en el proyecto según la matrícula en las tres asignaturas integradas; y analizar la valoración del alumnado sobre la aportación de las asignaturas implicadas en el proyecto, el trabajo autónomo y la adquisición de las competencias transversales. Participaron 66 alumnos/as de una media de edad de 22,90 años, 34 alumnos y 32 alumnas, todos ellos pertenecientes a la mención de educación física del grado de maestro de primaria de la facultad de educación de Zaragoza (universidad de Zaragoza). Para llevar a cabo el primer objetivo se diseñó una rúbrica para calificar por parte del profesorado los proyectos de acrosport. Para desarrollar el segundo objetivo se diseñó un cuestionario de valoración del alumnado sobre el proyecto. Los resultados extraídos a partir de las evaluaciones del profesorado muestran diferencias significativas positivas de las calificaciones del alumnado matriculado en las tres asignaturas implicadas. Los resultados procedentes de las valoraciones del alumnado sobre la aportación de las asignaturas implicadas revelan puntuaciones menores en la asignatura actividades físicas artístico-expresivas. Las valoraciones del alumnado en torno al trabajo autónomo y la adquisición de las competencias transversales obtuvieron altas puntuaciones. Abstract. This study is based on the experience of a coordinated interdisciplinary project around the content of acrosport involving three subjects (individual physical activities; competitive and collaborative physical activities; artistic-expressive physical activities) that form a part of the Physical Education module of the Primary Education Teaching Degree at the University of Zaragoza, Spain. There were two objectives: i) To identify significant differences in the grades obtained by the students in the three integrated subjects that comprised the project. ii) To analyze the evaluation and opinions of the students regarding the value of the subjects, the individual work and the acquisition of transversal competences. The study group was made up of 66 students with an average age of 22.9 years. There were 34 men and 32 women. All the participants were studying the Physical Education module of the Primary Education Degree at the Zaragoza University Faculty of Education. The teachers involved with the module designed a rubric to assess the acrobatic gymnastics project. To understand students’ opinions regarding the project, a questionnaire was designed. The results of the grades given to the students by the teachers showed significant differences in the three subjects. The results of the evaluations given by the students were lower for the subject of artistic-expressive physical activities. The students gave very high scores for the evaluation of individual work and the acquisition of transversal competences.

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Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽

10.47197/retos.v0i30.35725 ◽

2016 ◽

pp. 20-25 ◽

Cited By ~ 1

Author(s):

Antonio Méndez-Giménez ◽

Diego Martínez de Ojeda Pérez ◽

Juan José Valverde-Pérez

Keyword(s):

Physical Education ◽

Primary Education ◽

Order Type ◽

Study Data ◽

The Self ◽

Physical Education Teachers ◽

Activity Levels ◽

Sport Education ◽

Quasi Experimental ◽

Educación Primaria

En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

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Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

Revista Educação e Emancipação ◽

10.18764/2358-4319.v14n2p294-317 ◽

2021 ◽

Vol 14 (2) ◽

pp. 294

Author(s):

Deise de Jesus Soares Nunes ◽

Maria Amélia da Costa Lopes ◽

Maria Amélia Pina Tomás Veiga

Keyword(s):

Physical Education ◽

Social Inclusion ◽

Teacher Educators ◽

National Level ◽

Course Evaluation ◽

Physical Education Teachers ◽

Initial Training ◽

Documentary Analysis ◽

Dual Identities

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional. Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional. Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

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Ações pedagógicas ligadas à escola na formação inicial de licenciatura em educação física

Caderno de Educação Física e Esporte ◽

10.36453/2318-5104.2019.v17.n1.p87 ◽

2018 ◽

Vol 17 (1) ◽

pp. 87-96

Author(s):

Camila Rinaldi Bisconsini ◽

Arestides Pereira da Silva Júnior ◽

Amauri Aparecido Bássoli de Oliveira

Keyword(s):

Physical Education ◽

Basic Education ◽

School Context ◽

Structured Interview ◽

Theory And Practice ◽

Initial Training ◽

University Environment ◽

Education Degree ◽

The University ◽

Training Objective

Objetivo: averiguar as ações pedagógicas adotadas por docentes de um curso de Licenciatura em Educação Física para abordar a escola no decorrer das aulas. Métodos: participaram da pesquisa 41 acadêmicos do último ano e 18 professores permanentes de um curso de Licenciatura em Educação Física, os quais participaram de entrevista semiestruturada. Os dados foram tratados por meio de análise de conteúdo, com a utilização do software de análise qualitativa NVivo 10. Resultados: Os resultados demonstram que os professores, de modo geral, estabelecem relações entre os conteúdos e a escola por meio de discussões nas salas de aula na universidade, ou ainda promovem aulas simuladas, nas quais os acadêmicos planejam e ensinam conteúdos para a própria turma no ambiente universitário. No entanto, constatou-se que são raras as ações que oportunizam a aproximação entre teoria e prática, por meio de encontros, visitas, aulas e demais práticas de ensino no contexto escolar da Educação Básica. Conclusão: reforça-se a necessidade de possibilitar ao futuro professor de Educação Física a sua imersão na realidade da escola, como forma de vivenciar in loco os elementos básicos e aplicados do ser professor.ABSTRACT. Pedagogical actions linked to school in the physical education initial training. Objective: to investigate the pedagogical actions adopted by professors of a degree in Physical Education to approach the school in the course of the classes. Methods: thirty-one students of a last year course and eighteen permanent professors from a Physical Education degree participated in the study, by a semi-structured interview. The results were treated through content analysis using the NVivo 10 qualitative analysis software. Results: the results demonstrate that professors, in general, establish relationships between content and school through discussions in the classroom university, or they promote simulated classes in which students plan and teach content for their own class in the university environment. However, it has been observed that there are few opportunities in which the approach between theory and practice is approached through meetings, visits, classes and other teaching practices in the school context of Basic Education. Conclusion: the need to enable the future Physical Education teacher to be immersed in the reality of the school is reinforced as a way of experiencing in practice the basic and applied elements of being a teacher.

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Justificación del valor educativo de la Educación Física y el docente. ¿Qué profesional del deporte debe impartir la materia de Educación Física? ¿El Maestro/a y Profesor/a de Educación Física o el Monitor/a deportivo/a? (Justification of the educational

Retos ◽

10.47197/retos.v38i38.74722 ◽

2020 ◽

pp. 852-867

Author(s):

Vicente Miñana-Signes ◽

Manuel Monfort-Pañego

Keyword(s):

Secondary Education ◽

Physical Education ◽

Free Time ◽

Professional Competencies ◽

Physical Education Teachers ◽

Primary And Secondary Education ◽

School Sports ◽

Competencias Profesionales ◽

Educación Primaria ◽

And Training

Esta revisión teórica pretende explicar y reflexionar sobre lo que es la Educación Física de calidad y las competencias profesionales de los docentes de la materia para no confundirlo con el deporte escolar. Actualmente, son varias las instituciones que recomiendan una Educación Física de Calidad, y entre otros aspectos destacan que esta debe aumentar hasta las 3h lectivas a la semana tanto en la etapa de educación primaria obligatoria como en la secundaria. En la Comunidad Valenciana, el programa de “Esport a l’Escola+1h EF” propone que las federaciones deportivas se encarguen de desarrollar dicho proyecto dirigido a todo el alumnado de 3º y 4º de primaria en la hora de libre disposición y lectiva de los centros escolares anteriormente mencionados. Sin embargo, el docente de Educación Física (maestro/a y profesor/a) tiene unas competencias y formación específicas para poder acometer las funciones que le son propias y que, por lo tanto, difieren mucho de la de los técnicos o monitores deportivos, que, sin ser mejores ni peores, se desarrollan en otro contexto, con otros recursos, y con otro tipo de objetivos. La Educación Física y el deporte escolar son distintos pero complementarios. Existen otros cauces, como pueda ser el Proyecto Deportivo de Centro para fomentar la cohesión entre estos dos ámbitos, el educativo y el federativo.Abstract. This theoretical review aims at explaining and reflecting on what quality Physical Education and teachers’ professional competencies are, so as not to confuse it with school sports. Currently, there are several institutions that recommend a Quality Physical Education, and among other aspects they emphasize that this should increase up to 3 hours per week both in the stage of compulsory primary and secondary education. In the Valencian Community, the “Esport a l'Escola + 1h EF” program proposes that sports federations be responsible for developing said project aimed at all students in grades 3 and 4 during free time and based on the choice of the mentioned schools. However, Physical Education teachers (teachers and professors) have specific skills and training to be able to undertake the functions that are proper to their job, therefore, differ greatly from that of sports technicians or instructors, who are not better or worse, but work in another context, with other resources, and with other types of objectives. Physical Education and school sports are different but complementary. There are other channels, such as the Sports Center Project, to promote cohesion between these two areas, education and federation.

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Aula extendida: acercando el aula universitaria a los contextos escolares para reducir la distancia “teoría-práctica" (Extended classroom: bringing the university classroom closer to the school context in order to reduce the distance between theory and pr

Retos ◽

10.47197/retos.v37i37.74168 ◽

2019 ◽

pp. 563-571

Author(s):

Alfonso García-Monge ◽

Gustavo González-Calvo ◽

Lucio Martínez-Álvarez ◽

Hugo Rodríguez-Campazas

Keyword(s):

Physical Education ◽

Primary Education ◽

School Context ◽

University Professors ◽

Teaching Process ◽

Educación Primaria ◽

The University

Se evalúa una experiencia de “Aula Extendida” en la que se posibilita que estudiantes de la materia Educación Física Escolar del Grado en Educación Primaria acudan a un colegio a observar prácticas de Educación Física con escolares impartidas por sus docentes universitarios, participando en los procesos de diseño, observación y análisis-reformulación del proceso de enseñanza. La experiencia es altamente valorada por las personas participantes que, entre otras cosas, reconocen que les ayuda a ver detalles sobre la labor docente, a dar sentido al contenido teórico de otras materias del Grado y a cambiar su visión sobre la Educación Física.Abstract: We analyzed an experience on “extended classroom”, through which students enrolled in the course of Physical Education from the bachelor in Primary Education were allowed to attend Physical Education practices with schoolchildren taught by their university professors, as well as to participate in the processes of design, observation, and analysis-reformulation of the teaching process. The experience was highly valued by the participants, who, among other things, recognized that it helped them notice details about the teaching work, give meaning to theoretical contents of other bachelor courses, and change their vision about Physical Education.

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Análisis de los currículos autonómicos LOMCE de Educación Física en Educación Primaria (Assessment of the LOMCE state curricula on Primary Education Physical Education)

Retos ◽

10.47197/retos.v0i28.34822 ◽

2015 ◽

pp. 15-20

Author(s):

David Méndez Alonso ◽

Antonio Méndez Giménez ◽

Javier Fernández Río ◽

José Antonio Prieto Saborit

Keyword(s):

Physical Education ◽

Primary Education ◽

Evaluation Criteria ◽

Quality Of Education ◽

Ministry Of Education ◽

Autonomous Communities ◽

Learning Standards ◽

Education Culture ◽

Educación Primaria

Resumen. El objetivo de este trabajo fue analizar las diferencias entre los currículos de Educación Física (EF) en Educación Primaria (EP) de todas las Comunidades Autónomas (CCAA) españolas, fruto del desarrollo curricular de la LOMCE, y del Real Decreto 126/2014, elaborado por el Ministerio de Educación, Cultura y Deporte, por el que se establece el currículo básico de la EP Educación Primaria. La categorización de la EF como asignatura específica ha ocasionado que el desarrollo de sus contenidos sea transferido a las CCAA. Si bien la estructura de los documentos es muy similar: introducción, orientaciones metodológicas, contenidos, criterios de evaluación (CE) y estándares de aprendizaje secuenciados a través de los cursos, se encontraron importantes diferencias. Las principales desigualdades se dan en la presentación de los contenidos, destacando la diversidad de bloques, su nomenclatura y las distintas secuenciaciones elaboradas. Los CE y los estándares de aprendizaje muestran también diferencias en cuanto al grado de secuenciación. El nuevo marco curricular, diverso y heterogéneo no nos permite hablar de un modelo común para el estado. Se aprecian, a su vez, preocupantes diferencias en cuanto a la carga horaria asignada al área en las diferentes CCAA. Finalmente, se discuten las implicaciones de tales divergencias curriculares en términos de calidad educativa y de salud pública.Abstract. The goal of this study was to assess the differences among all the existing Primary Education (PE) Physical Education (Phys Ed) curricula from the different Autonomous Communities (AC). These are based on the LOMCE and the Real Decreto 126/2014 from the Spanish Ministry of Education, Culture and Sport. Phys Ed has been considered a specific subject, which meant that every AC was responsible for selecting its own contents. This issue has elicited marked differences among the different curriculae. The documents’ structure is very similar. They all include: introduction, methodological orientations, contents, evaluation criteria (EC) and learning standards sequenced through the different years. The main disparities were found among the contents in groups, names and sequencing. Evaluation criteria and learning standards also showed large sequencing disparity. Competence development has not been described in any document. Significant differences were observed in the number of Phys Ed hours per week between communities. Finally, implications on the quality of education and public health are discussed.

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Study on the Causes and Medical Recovery of Common Sports Injuries in School Physical Training

Tobacco Regulatory Science ◽

10.18001/trs.7.5.2.60 ◽

2021 ◽

Vol 7 (5) ◽

pp. 4976-4987

Author(s):

Cheng Zhou

Keyword(s):

Physical Education ◽

Physical Exercise ◽

Sports Injuries ◽

Physical Education Teachers ◽

Classroom Effectiveness ◽

Treatment And Prevention ◽

The Status ◽

And Training ◽

Timely Treatment

Objectives: In recent years, the status of sports in teaching activities has been continuously improved, and various schools have also increased the intensity of sports activities. In order to avoid sports injuries, enhance students’ physical fitness, and improve the quality of physical education and training, it is necessary to strengthen the responsibility of physical education teachers. Heart, improve their professional knowledge and skills, in-depth understanding of the characteristics of sports injuries, find out the cause of injury, strengthen prevention awareness, master how to treat in time, in order to improve the classroom effectiveness of physical education classes, to achieve better teaching and training results. Methods: After the injury occurs, the teacher should deal with it in time and further treat it afterwards, so as to alleviate the pain of the injured athletes and prevent complications. Results: It is a very serious problem that students are often injured in sports meeting, because injuries not only delay their participation in physical exercise, but also affect their normal study and life. Conclusion: Understanding the causes, occurrence rules, preventive measures and timely treatment of sports injuries can not only effectively achieve treatment and prevention, but also provide a basis for scientific participation in physical exercise or sports training.

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Las metodologías activas en Educación Física. Una aproximación al estado actual desde la percepción de los docentes en la Comunidad de Madrid (Active methodologies in Physical Education. An approach of the current state from the perception of teachers i

Retos ◽

10.47197/retos.v38i38.77671 ◽

2020 ◽

pp. 587-594

Author(s):

Óscar León-Díaz ◽

Alba Arija-Mediavilla ◽

Luis Fernando Martínez-Muñoz ◽

Maria Luisa Santos-Pastor

Keyword(s):

Physical Education ◽

Secondary Schools ◽

Teaching Methods ◽

Physical Education Teachers ◽

Current State ◽

Pedagogical Models ◽

Educación Primaria ◽

And Training

El interés por construir una Educación Física de calidad ha provocado la aplicación de modelos pedagógicos centrados en el aprendizaje del alumnado y orientados a la formación por competencias. Esta perspectiva formativa sitúa al alumnado como protagonista activo en la construcción de su aprendizaje, justificando la incorporación de metodologías activas como propuesta en las clases de Educación Física. La finalidad de este estudio es conocer los planteamientos metodológicos que predominan en la Educación Física actual, definiendo los siguientes objetivos: (1) indagar en la percepción de los docentes de Educación Física de la Comunidad de Madrid sobre el conocimiento que tienen de las metodologías activas y su formación; (2) conocer el tipo de metodologías que dicen emplear en sus clases y (3) valorar los aprendizajes del alumnado en función de las metodologías empleadas. Para ello, se elaboró un cuestionario “ab hoc” que fue respondido por un total de 220 docentes de Educación Física de la etapa de Educación Primaria y Secundaria. Los resultados obtenidos muestran una escasa utilización de las metodologías activas en las clases de Educación Física, siendo la combinación de metodologías lo que más predomina. Así, los docentes ponen de manifiesto una falta de formación en este ámbito, si bien, los aprendizajes que tratan de fomentar en el alumnado coinciden con las características de los aprendizajes asociados a las metodologías activas.Summary: The need to build quality Physical Education requires the use of pedagogical models oriented to training by competences. This approach is committed to a renewal of teaching methods, where students are the protagonists of the process. This study was carried out with the aim of understanding the predominant methodology in Physical Education. The objectives to be achieved in this study are: (1) to inquire about teachers’ perception about their knowledge and training in active methodologies, (2) to know the type of methodology used in their classes, and (3) to assess learning based on the methodology used. A specifically designed questionnaire was used to gather the data. This research involved a total of 220 Physical Education teachers (Primary and Secondary schools). The results obtained show that active methodologies are applied by a small number of Physical Education teachers in their lessons, whilst a combination of methodologies is predominant. Moreover, teachers highlight the lack of training in active methodologies, despite learnings they attempt to encourage are in line with those associated with active methodologies.

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Educación física y universidad: Evaluación de una experiencia docente a través del aprendizaje cooperativo (Physical Education and university: Evaluation of a teaching experience through cooperative learning)

Retos ◽

10.47197/retos.v0i39.77834 ◽

2020 ◽

pp. 90-97

Author(s):

José Manuel Bermejo Díaz ◽

David Pulido Salas ◽

Aina Maria Galmés Panadés ◽

Pedrona Serra Payeras ◽

Josep Vidal Conti ◽

...

Keyword(s):

Physical Education ◽

Cooperative Learning ◽

Primary Education ◽

Main Tool ◽

Teaching Experience ◽

Balearic Islands ◽

The Subject ◽

Education Degree ◽

Educación Primaria ◽

Aprendizaje Cooperativo

El aprendizaje cooperativo es una metodología educativa basada en la interacción en grupos de trabajo reducidos, en los que el alumnado interioriza la corresponsabilidad en el aprendizaje de todo tipo de contenidos. En los últimos años esta metodología inclusiva se está instaurando en las aulas de educación infantil, primaria y secundaria de las Islas Baleares. Por ello, este trabajo nace de la implementación de una experiencia docente universitaria a través del aprendizaje cooperativo en la asignatura de segundo curso del grado de educación primaria titulada “Educación Física y su didáctica” situada en el departamento de Pedagogía y Didácticas específicas de la Universidad de las Islas Baleares. El objetivo de este trabajo es determinar el grado de aceptación del alumnado de la asignatura de Educación física y su didáctica basándose en la utilización del trabajo cooperativo. Destaca la utilización del diario de prácticas como herramienta para el desarrollo de la asignatura. Los resultados obtenidos son satisfactorios en cuanto a la valoración de la asignatura por parte del alumnado, a través del aprendizaje cooperativo, en variables como satisfacción, rendimiento, implicación del alumnado y evaluación del profesorado, pues su puntuación es superior a 8 sobre 10. Del mismo modo, la puntuación obtenida en los roles de aprendizaje cooperativo es de 8 sobre 10. Con la obtención de los resultados se confirma la positiva aceptación por parte del alumnado de la metodología del aprendizaje cooperativo como recurso en el grado de educación primaria y, consecuentemente, se propone la implementación de la misma metodología como contenido. Abstract. Cooperative learning is an educational methodology based on the interaction between work groups of 3-5 members. These members share the responsibility in their learning. This methodology is increasingly prevalent in pre-school education and primary and secondary education in Balearic Islands. For that reason, the present study was developed from the implementation of a teaching experience throughout cooperative learning in the subject of Physical Education during the second year of the primary education degree in the Department of Pedagogy and specific Didactics at the University of the Balearic Islands. The aim is to determine pupils’ degree of acceptance of the Physical Education subject based on cooperative learning. An important highlight lays in the use of practice logs as a main tool used for the development of the subject. Very satisfactory and promising results are shown regarding the assessment of the subject through cooperative learning in variables such as satisfaction, performance, students’ involvement and teacher evaluation, with a score higher than 8 over 10. According to the present results, students’ positive acceptance of the cooperative learning methodology in the primary education degree is confirmed. We propose to include cooperative learning also as a content of the subject, apart from as a learning methodology.

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