scholarly journals Enseñanza-Aprendizaje basado en investigación. Experiencia piloto en un diplomado de motricidad infantil (Teaching-Learning based on research. Pilot experience in a course on child motor skills)

Retos ◽  
2018 ◽  
pp. 378-380
Author(s):  
Felipe Poblete-Valderrama ◽  
Luis Linzmayer Gutierrez ◽  
Carlos Matus Castillo ◽  
Alex Garrido Mendez ◽  
Carol Flores Rivera ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Training Programs ◽  
Physical Education Teachers ◽  
Continuous Training ◽  
Performance Levels ◽  
Pilot Experience ◽  
Teaching Learning ◽  
Child Learning

El Artículo describe la implementación de una experiencia piloto desarrollada con profesores de Educación Física que cursan un diplomado en Aprendizaje y Motricidad Infantil en la Universidad Santo Tomás, Sede Valdivia en Chile. La experiencia se desarrolló con la metodología de Aprendizaje Basado en Investigación (ABI) la cual se implementó en el primer módulo del diplomado “El valor del juego en la Enseñanza-Aprendizaje”. Los resultados demostraron que los estudiantes obtuvieron niveles de desempeño sobresalientes de acuerdo a las calificaciones obtenidas, lo que da cuenta de una adecuada aplicación de la metodología ABI en este tipo de programas de formación continua, implicando con ello el desarrollo del ámbito investigativo en su quehacer profesional.Abstract: This article describes the implementation of a pilot experience developed with Physical Education teachers who attend a course in Child Learning and Motricity at the Universidad of Santo Tomás in Valdivia, Chile. The experience was developed using the methodology of Research-Based Learning (ABI), which was implemented in the first module of the diploma "The value of games in Teaching-Learning". Results showed that students had  outstanding performance levels, in accordance with the grades obtained. This suggests an adequate application of the ABI methodology in this type of continuous training programs, thus implying the development of the field of research in their profession.

scholarly journals Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

2016 ◽  
Vol 12 (10) ◽  
pp. 171 ◽  
Author(s):  
Fatima Eid Zaid AL-Adwan ◽  
Majed Mohammad Al – Khayat
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Physical Education ◽  
Private Schools ◽  
Self Efficacy ◽  
Training Programs ◽  
Strong Relationship ◽  
Physical Education Teachers ◽  
Public And Private ◽  
The Relationship

The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.

scholarly journals Revisión nacional e internacional de las competencias profesionales de los docentes de Educación Física (National and international review of Physical Education teachers’ professional competences)

Retos ◽  
2017 ◽  
pp. 393-388
Author(s):  
Inmaculada Rodriguez Gomez ◽  
Sagrario Del Valle ◽  
Ricardo De la Vega Marcos
Keyword(s):  
Physical Education ◽  
Content Management ◽  
Leadership Capacity ◽  
General Level ◽  
Physical Education Teachers ◽  
Teacher Competence ◽  
Four Dimensions ◽  
Didactic Knowledge ◽  
Competencias Profesionales ◽  
Teaching Learning

Se presenta un estudio sobre las competencias docentes con el fin de llegar a hacer una aproximación sobre qué competencias debe poner en práctica el profesorado de educación física que permita definir un perfil docente excelente y eficaz. Para conseguir este objetivo, se ha llevado a cabo una revisión de los marcos para la buena enseñanza a nivel nacional e internacional e investigaciones sobre las competencias profesionales de los docentes tanto a nivel general como en concreto de la educación física. Para ello, se decide adoptar el modelo competencial docente más aceptado en la literatura científica que las agrupa en cuatro dimensiones: Conocimiento del contenido de enseñanza, Conocimiento didáctico del contenido, Gestión/organización de la clase y la capacidad de liderazgo del docente y de relación con otros agentes. Se ha llegado a la conclusión, hasta la fecha, no se halla en la literatura revisada ningún instrumento validado que evalúe la confirmación de las cuatro competencias especificadas. Máxime cuando los cambios tan vertiginosos que sufre la sociedad actual, demanda un modelo de profesor que sepa adaptarse a los cambios poniendo en práctica un liderazgo creativo donde la relación con el estudiante ha de ser de reciprocidad durante todo el proceso enseñanza-aprendizaje.Abstract. A study about teaching competences is presented with the aim to get to an approximation of the competences advocating excellent and effective teaching profile when put into practice by physical education teachers. To achieve this goal, two actions were taken: a review of the frameworks for good teaching at national and international level, and a research on teachers’ professional competences both at a general level and in particular in physical education. Based on the most accepted teacher competence model in the scientific literature, four dimensions were identified: Knowledge of teaching content, didactic knowledge of content, Management / organization of the classroom, and teachers’ leadership capacity and relationship with other agents. As a conclusion, no validated instrument evaluating the confirmation of the four specified competences was found in the reviewed literature. Our society keeps a frenetic pace nowadays, therefore it demands a model of teacher who can adapt to changes and display creative leadership while building reciprocal relationships with students throughout the teaching-learning process.

scholarly journals Produção de conhecimento vinculada a formação de professores de Educação Física para atuação junto de pessoas com deficiência: contribuições do Unigepafa

2020 ◽  
Vol 18 (1) ◽  
pp. 105-111
Author(s):  
Douglas Roberto Borella ◽  
Gabriela Simone Harnisch ◽  
Jalusa Andreia Storch Diaz
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
People With Disabilities ◽  
Physical Education Teachers ◽  
Continuous Training ◽  
Constant Attention ◽  
Abstract Knowledge ◽  
Specific Discipline ◽  
The University ◽  
Teachers Training

INTRODUÇÃO: A produção e difusão do conhecimento científico sobre formação de professores tem sido alvo de constante atenção de pesquisadores no âmbito nacional e internacional, principalmente no que tange ao trabalho junto de alunos com algum tipo de deficiência. OBJETIVO: Identificar a produção de conhecimento bem como as contribuições do Grupo de Estudos e Pesquisa em Atividade Física Adaptada (Unigepafa) acerca da formação de professores para atuações com pessoas com algum tipo de deficiência. MÉTODOS: Realizou-se um relato de experiência. A distribuição da produção científica cujo foco foi Formação de Professores, revelou que das 88 produções (total), 34 (38,36%) foram com esta temática. RESULTADOS: Os resultados apontaram as seguintes principais fragilidades: 1) na formação inicial: a disciplina específica não contribuiu com a formação; a disciplina específica com insuficiência de experiências com pessoas com algum tipo de deficiência; ausência de interlocução da disciplina específica com demais disciplinas do curso; escassa oferta de projetos de extensão. 2) na formação continuada: professores relatam participar esporadicamente em cursos para este fim; outros não possuem cursos algum para este fim; professores apontam os motivos para não realizarem formação continuada com este fim: desinteresse, distância dos locais de oferta, disponibilidade, situação financeira. CONCLUSÃO: Evidenciamos que o Unigepafa apresentou um volume de produções significativas centradas na formação de professores ao longo de dez anos. Em suma, as pesquisas apontaram fragilidades no processo de formação inicial e continuada de professores de Educação Física, o que indica a necessidade de fomento e incentivos à pesquisa neste campo, de modo que a universidade seja o elo com a sociedade capaz de articular o conhecimento teórico com as praxis pedagógica em contextos reais, obtidos por meio de cursos de curta ou longa duração, rodas de conversa e eventos científicos. ABSTRACT. Knowledge production associated to the physical education teachers’ training to work with people with disabilities: contributions from Unigepafa. BACKGROUND: The production and dissemination of scientific knowledge on teacher training has been the subject of constant attention by researchers at the national and international levels, especially with regard to working with students with disabiliies. OBJECTIVE: To verify the production of knowledge as well as the contributions of the Group of Studies and Research in Adapted Physical Activity (Unigepafa) about the training of teachers process to work with people with disabilities. METHODS: The experience report method was performed. The distribution of scientific production, whose focus was Teacher Training, revealed that of the 88 productions (total), 34 (38.36%) were with this theme. RESULTS: The data collect showed the following main weaknesses: 1) in the initial training: the specific discipline did not contribute to the training; specific discipline with insufficient experiences with people with some type of disability; absence of interlocution of the specific discipline with other subjects of the course; little offer of extension projects. 2) in continuing education: teachers report sporadically participating in courses for this purpose; others have no courses for this purpose; teachers point out the reasons for not carrying out continuous training for this purpose: disinterest, distance from the places of supply, availability, financial situation. CONCLUSION: We conclued that the Unigepafa presented a significant volume of productions centered on teacher training along ten years. In short, the research pointed out weaknesses in the process of initial and continuing training of Physical Education teachers, which indicates the need to foster and encourage research in this field, so that the university is the link with society capable of articulating theoretical knowledge with pedagogical praxis in real contexts, obtained through short or long courses, conversation circles and scientific events.

scholarly journals Evaluación de la inteligencia emocional del maestro de educación física en centros educativos de la Región de Murcia.

2020 ◽  
pp. 13-22
Author(s):  
M. Carboneros Castro ◽  
N. Gutiérrez-Ruiz ◽  
M. Martínez-Quiles ◽  
K. Deliautaite ◽  
S. Angosto
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Physical Education ◽  
Learning Process ◽  
Psychological Factor ◽  
The Other ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Las Mujeres ◽  
Teaching Learning

La inteligencia emocional es un factor psicológico clave para generar un vínculo profesor-alumno y un proceso de enseñanza-aprendizaje óptimo. Por ello, el objetivo del presente estudio fue conocer el nivel de inteligencia emocional en docentes de Educación Física. La muestra constó de 94 maestros de Educación Física de diferentes colegios de la Región murciana. El cuestionario, utilizado de forma electrónica, fue el TMMS-24. Los resultados únicamente mostraron una correlación positiva entre la claridad y la reparación emocional, siendo esta última dimensión la que obtuvo mejores puntuaciones entre los participantes. En relación al género, las mujeres manifestaron puntuaciones superiores en la reparación emocional. Por otro lado, los maestros con una experiencia inferior a cinco años mostraron valores superiores en inteligencia emocional, mientras que los más expertos obtuvieron valores superiores en reparación emocional. El análisis de estos resultados ayuda a mejorar los procesos de formación de los docentes en este ámbito. Emotional intelligence is a key psychological factor to generate a teacher-student bond and an optimal teaching-learning process. Thus, the aim of this study was to know the level of emotional intelligence in Physical Education teachers. The sample consisted of 94 Physical Education teachers from different schools in the Region of Murcia. The questionnaire, used electronically, was the TMMS-24. The results only showed a positive correlation between clarity and emotional repair, with the latter dimension obtaining the highest scores among the participants. In relation to gender, females showed higher scores in emotional repair. On the other hand, teachers with less than five years' experience showed higher values in emotional intelligence, while the more experienced ones obtained higher values in emotional repair. The analysis of these results helps to improve teacher training about emotional intelligence.

scholarly journals Estudio sobre las variables que influyen en el desarrollo de los contenidos en educación física en primaria en el Principado de Asturias (Study on the variables that influence the development of content in physical education in primary school in the Prin)

Retos ◽  
2015 ◽  
pp. 104-109
Author(s):  
David Méndez Alonso ◽  
Javier Fernández Río ◽  
Antonio Méndez Giménez ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Ad Hoc ◽  
Physical Education Teachers ◽  
Specific Content ◽  
Inferential Analysis ◽  
Las Mujeres ◽  
Stage 1 ◽  
Educación Primaria ◽  
Body Expression

El objeto de este estudio fue comprobar el nivel de trabajo asociado a los bloques de contenidos del currículo de Educación Física (EF) en Educación Primaria (EP) en Asturias. 120 maestros de EF, 58 mujeres (48.3%) y 62 varones (51.7%), con una media de edad de 40.87 ± 7.53 años, accedieron a contestar un cuestionario ad hoc diseñado para valorar el grado de trabajo asociado a cada bloque de contenidos y las variables que pueden estar condicionándolo. Tras la realización de un análisis de los datos obtenidos de tipo descriptivo y otro posterior de tipo inferencial, género, edad, antigüedad en el servicio docente, ciclo en el que imparte docencia y formación inicial y permanente se han manifestado como fuertes indicadores del trabajo en la práctica. El bloque de contenidos referido a los juegos y deportes es el que más se aborda en la práctica, en detrimento, significativamente, de las actividades artístico-expresivas y la salud. La preponderancia de este bloque se presenta en toda la etapa a excepción del primer ciclo, donde se aprecia un mayor trabajo referido al cuerpo: imagen y percepción. Las mujeres manifiestan una mayor vinculación al trabajo de expresión corporal y salud, frente a los docentes varones que orientan más su docencia hacia los juegos y deportes y las habilidades motrices. Otros factores como la importancia que el docente asigna a cada bloque, la motivación para su impartición y la satisfacción tras su puesta en práctica se presentan como factores determinantes del tipo de trabajo realizado.Abstract. The goal of this study was to asses which contents were truly developed in Asturias’ Primary Physical Education. 120 Physical Education teachers, 58 females (48.3%) and 62 males (51.7%) with a mean age of 40.87 ± 7.53 agreed to complete an ad hoc questionnaire designed to asses which contents are truly developed in class, and the different variables that might affect this selection. Following a descriptive and an inferential analysis, the variables gender, age, seniority, and initial and permanent training were found to be strong indicators of content use in practice. Games and sports are the most developed contents, while body expression and health are the under-developed contents. This predominance is observed in all stages of Primary Education, except in stage 1 where body contents are most popular. Females showed a stronger tendency to develop body expression and health contents, while males are more oriented towards games and sports and motor skills. Finally, other elements such as the relevance that each teacher gives to a specific content, teachers’ motivation to teach certain contents or their satisfaction after teaching them are also determinants of the type of work conducted in class.

scholarly journals Formação de professores de educação física: análise da revista Movimento

2019 ◽  
Vol 17 (1) ◽  
pp. 199-207
Author(s):  
Marcos Paulo Vaz de Campos Pereira ◽  
Giovana Rastelli ◽  
Elias Barboza Lacerda ◽  
Jessica Cozza ◽  
Fernanda Granato de Souza ◽  
...  
Keyword(s):  
Content Analysis ◽  
Physical Education ◽  
Final Analysis ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Research Focus ◽  
Continuous Training ◽  
Initial Formation ◽  
Continuous Formation ◽  
Data Source

Objetivo: O objetivo desta investigação foi analisar os estudos publicados na Revista Movimento que reportam a formação inicial e continuada de professores de Educação Física. Métodos: O estudo se caracteriza como uma pesquisa documental, sendo utilizada como fonte de dados a Revista Movimento, determinando como palavras chaves para a busca: Formação Inicial e Formação Continuada. Para a análise dos estudos foi utilizado análise de conteúdo, por meio de três etapas: pré-análise, codificação e categorização, em que foram criadas categorias de análise como o ano de publicação, o tipo de estudo e os principais resultados. Resultados: Na busca inicial foram encontrados 95 artigos, sendo 55 no descritor formação inicial e 28 na formação continuada a partir do ano de 2004. Para a análise final foram selecionados 36 estudos com foco a formação do professor de Educação Física. Conclusão: Destaca-se a formação inicial e continuada de professores como uma temática emergente para novas investigações, apresentando o estágio curricular como foco de pesquisa.ABSTRACT. Training of teachers of physical education: analysis of Movement Journal. Objective: The objective of this research was to analyze the studies published in the Movement Journal that report the initial and continuous training of Physical Education teachers. Methods: The study is characterized as a documentary research, being used as data source the Movement Journal, determining as key words for the search: Initial Formation and Continued Formation. For the analysis of the studies, content analysis was used through three steps: pre-analysis, coding and categorization, in which categories of analysis were created, such as the year of publication, the type of study and the main results. Results: In the initial search, 95 articles were found, being 55 in the initial training descriptor and 28 in the continuous training from the year 2004. For the final analysis, 36 studies were selected with focus the formation of the teachers of Physical Education. Conclusion: It is important to emphasize the initial and continuous formation of teachers as an emerging theme for new investigations, presenting the curricular internship as a research focus.

Coteaching in Physical Education: A Strategy for Inclusive Practice

2011 ◽  
Vol 28 (2) ◽  
pp. 95-112 ◽  
Author(s):  
Michelle A. Grenier
Keyword(s):  
Physical Education ◽  
Social Model ◽  
Adapted Physical Education ◽  
Comparative Approach ◽  
Physical Education Teachers ◽  
Model Framework ◽  
Preparation Programs ◽  
Social Model Of Disability ◽  
High School Physical Education ◽  
Teaching Learning

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

scholarly journals Activities of Physical Education Teachers in the Process of Forming Motor Skills of the Students

2011 ◽  
Vol 18 (1) ◽  
pp. 33-38
Author(s):  
Janusz Gałecki ◽  
Tadeusz Zaradkiewicz ◽  
Lech Kurpeta ◽  
Barbara Bergier
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Motor Skills ◽  
Career Advancement ◽  
After School ◽  
Physical Education Teachers ◽  
Male Teachers ◽  
Female Teachers ◽  
School Activity ◽  
Lesson Observation

Activities of Physical Education Teachers in the Process of Forming Motor Skills of the StudentsIntroduction. The aim of this study was to assess the motivating and informing activities taken by physical education teachers in the classes devoted to shaping students' motor skills. Material and methods. The study was carried out in 55 secondary schools from Lublin region. It covered 30 female teachers and 52 male teachers representing all levels of career advancement. Material was collected on the basis of specially developed lesson observation sheet. On this basis, the information of 315 lessons was obtained. Results. The data were analyzed in relation to gender and professional promotion of the subjects. It was found that the respondents did better with informing than motivating activities, and in their implementation there were no major differences between female and male teachers. The tendency to change the level of the analyzed activities according to the professional promotion status occurred only among male teachers. Conclusions. Analysis showed that the teachers should place more emphasis on motivating activities, and especially on convincing students about the possibilities in the use of after-school activity of what they mastered in the classroom.

scholarly journals Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers

2021 ◽  
Vol 18 (4) ◽  
pp. 1438 ◽  
Author(s):  
Emilio Crisol Moya ◽  
María Jesús Caurcel Cara
Keyword(s):  
Physical Education ◽  
Structural Equations ◽  
Physical Education Teachers ◽  
Special Role ◽  
Education Students ◽  
Pedagogical Model ◽  
Physical Education Students ◽  
Education Today ◽  
Teaching Learning ◽  
Structural Equations Model

The teaching of physical education today still incorporates innovative methodologies in order to create quality physical education. This article sets out to describe which pedagogical model is used in the initial training of physical education teachers at the University of Granada, from the perspective of the students. The study adopted an exploratory, descriptive and comparative research design, applying a survey to a sample of 303 physical education students. The students perceive that their teachers make use of different organising modalities, methodological strategies and assessment systems that favour the use of active methodologies. The structural equations model for analysing predictive relations between the three methodological components (organising modalities, methodological approaches and evaluation systems) was fitted correctly, obtaining positive relations between the three components. The model also showed positive and negative influences in the opinion of the students in the planning of the teaching–learning methodologies and some of the methodological components. The results indicate that the perception and opinion of the physical education students take on a special role in the development of student-centred methodologies.

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