Looking at initial teacher training: academic productions about higher education and physical education

2017 ◽  
Author(s):  
Marina Contarini Boscariol ◽  
Helena Altmann
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Initial Teacher Training

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes (From an instrumental pedagogical practice to a reflective practice in physical education: challenges an

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 290-299
Author(s):  
Willinton Javier Watts Fernández ◽  
Marlene Zwierewicz ◽  
Janery Tafur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Reflective Practice ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Educacion Superior ◽  
Education Personnel ◽  
Educational Paradigms ◽  
Theses And Dissertations

  La práctica pedagógica instrumental constituye una condición secular presente en la educación y el ejercicio pedagógico de la educación física es permeado por dicha situación. Aislarse de esta concepción implica invertir en posibilidades para superar retos presentes en la formación de los docentes y valorar experiencias que desarrollan en clase con base en nuevos paradigmas educacionales. Este estudio tiene como objetivo analizar investigaciones publicadas entre 2017 y 2019 en SCOPUS y en el Catálogo de Tesis y Tesinas de la Coordinación para la Perfeccionamiento del Personal de Educación Superior CAPES relacionadas con la práctica pedagógica reflexiva y sus contribuciones a la educacion física. Metodológicamente se ha priorizado la investigación bibliográfica apoyada por el abordaje cualitativo. Entre los resultados, los estudios apuntan que en el abordaje reflexivo de educación física depende de una vinculación entre el pensar y el hacer e indican la relevancia de vincular la formación de los docentes a sus propias prácticas. Abstract. The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.

scholarly journals La perspectiva de género en la formación inicial docente en la Educación Física chilena (The gender perspective in initial teacher training in Chilean Physical Education)

Retos ◽  
2020 ◽  
pp. 326-335
Author(s):  
Carlos Matus-Castillo ◽  
Miguel Cornejo-Améstica ◽  
Franklin Castillo-Retamal
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Current View ◽  
Gender Perspective ◽  
Initial Teacher Training ◽  
Representation Of Women ◽  
Object Of Study

  El presente trabajo tiene como propósito entregar una visión actual de la formación inicial docente de la educación física chilena desde la perspectiva de género, tomando como referencias la participación del estudiantado y el desarrollo de este enfoque en la formación pedagógica del futuro profesorado. En el estudio se han empleado el análisis descriptivo de datos secundarios y el análisis de fuentes documentales, tales como bases de datos, informes institucionales, propuestas teóricas y metodológicas e investigaciones nacionales e internacionales. El trabajo ha permitido identificar que en Chile existe una relevante infrarrepresentación femenina en los estudios de pedagogía en educación física; que se siguen reproduciendo los estereotipos de género; no se identifican acciones tendientes a la incorporación, tratamiento y evaluación de la perspectiva de género en esta formación, es el caso de la inclusión de este enfoque en los planes y programas de estudios; y que a nivel investigativo y metodológico predominan las orientaciones cualitativas. Los estudios de género en el ámbito de la formación inicial del profesorado de educación física en este país se muestran como un campo de trabajo abierto, ya sea a nivel de objeto de estudio, como en los enfoques teóricos y metodológicos, siendo a la vez un área que necesita de una transferencia real por parte de las acciones académicas y políticas que se identifican en la literatura.  Abstract. The aim of this work is to provide a current view on initial teacher training in Chilean physical education from a gender perspective, taking as references the participation of students and the development of this perspective in the pedagogical training of future teachers. The study has used the descriptive analysis of secondary data and the analysis of documentary sources, such as databases, institutional reports, theoretical and methodological proposals, and national and international research. The work has identified that in Chile there is a relevant under-representation of women in studies of physical education pedagogy; that gender stereotypes continue to be reproduced; that no actions are identified to incorporate, treat and evaluate the gender perspective in this training, as it is the case with the inclusion of this approach in curricula and that at the research and methodological level, qualitative orientations predominate. Gender studies in the field of initial training of physical education teachers in this country are shown to be an open field of work, both at the level of the object of study and in the theoretical and methodological approaches, being at the same time an area that needs real transference by the academic and political actions identified in the literature.

Technological Skills and Initial Teacher Training

2017 ◽  
Vol 8 (3) ◽  
pp. 39-54 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Education Technology ◽  
Primary Teacher ◽  
Professional Conduct ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Digital Skills ◽  
The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

scholarly journals Significance of assessment experiences during initial teacher training in physical education

2016 ◽  
Vol 22 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Wagner dos Santos ◽  
Francine de Lima Maximiano ◽  
Juliana Martins Cassani Matos ◽  
André da Silva Mello ◽  
Omar Schneider ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Initial Teacher Training

scholarly journals POLÍTICAS EDUCACIONAIS NO BRASIL: análise sobre as diretrizes curriculares para cursos de educação física

2019 ◽  
Vol 26 (2) ◽  
pp. 47
Author(s):  
Rodrigo de Oliveira Gomes ◽  
Admir Soares de Almeida Junior
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Educational Policy ◽  
Basic Education ◽  
Research Approach ◽  
National Council ◽  
Ministry Of Education ◽  
Politica Educativa ◽  
The Right

Este estudo tem por objetivo analisar as Diretrizes Curriculares Nacionais para os cursos de graduação em Educação Física e as Diretrizes Curriculares Nacionais para os Cursos de Formação de Professores para a Educação Básica, na expectativa por compreender as lógicas de formulação e implementação destes instrumentos políticos e seus impactos na dicotomização da oferta das modalidades: licenciatura e bacharelado. Foram combinadas as pesquisas: bibliográfica e documental em uma abordagem qualitativa de investigação. Os documentos utilizados na análise foram os pareceres e resoluções do Conselho Nacional de Educação (CNE) via Câmara de Educação Superior (CES) do Ministério da Educação (MEC) que tratam sobre as particularidades da formação profissional em nível superior de professores de Educação Física (Bacharéis e licenciados). Para o tratamento dos dados foi utilizada a técnica de análise de conteúdo. Foi possível constatar que a política educacional de formação superior em Educação Física está forjada por atos decisórios contraditórios. De um lado, estabelece a garantia do direito à educação com característica humanística e generalista dando autonomia às instituições inovarem seus currículos, mas de outro, permite condicionantes mercadológicos que segmentam a formação em licenciatura e bacharelado, o que gerou insegurança jurídica para os estagiários e egressos dos cursos, desvalorização da licenciatura e enaltecimento do bacharelado.Palavras-chave: Política educacional. Formação profissional. Formação de professores. Educação física.EDUCATIONAL POLICIES IN BRAZIL: analysis of the curricular guidelines for physical education coursesAbstractThis study aims to analyze the National Curricular Guidelines for undergraduate courses in Physical Education and the National Curricular Guidelines for Teacher Education Courses for Basic Education, in the hope of understanding the logic of formulation and implementation of these political instruments and their impacts on the dichotomization of the offer of the modalities: teacher training and bachelor courses. The researches were: bibliographical and documentary in a qualitative research approach. The documents used in the analysis were the opinions and instructions of the National Council of Education (CNE) through the Higher Education Board (CES) of the Ministry of Education (MEC), which deal with the particularities of higher education of teachers of Physical Education (Bachelor and Teachers formed).  It was possible to record that the educational policy of higher education in Physical Education is forged by contradictory decisions. On the one hand it establishes the guarantee of the right to education with a humanistic and generalist characteristic, giving autonomy to the institutions to innovate their curricula, but on the other, it allows market conditions that segment the training in teacher courses and baccalaureate, generating legal uncertainty for the trainees and the graduates of the courses, devaluation of the degree and extolling in bachelor degree.Keywords: Educational policy. Vocational training. Teacher training. Physical education.POLÍTICAS EDUCACIONALES EN BRASIL: análisis sobre las directrices curriculares para los cursos en educación físicaResumenEsta investigación tiene por objetivo analizar las Directrices Curriculares Nacionales para los cursos universitarios en Educación Física y las Directrices Curriculares Nacionales para los Cursos de Formación de Profesores para la Educación Básica, por comprender las lógicas de formulación e implementación de estos instrumentos políticos y sus impactos en la división de la oferta de las modalidades: licenciatura y bachillerato. Se combinaron las investigaciones: bibliográfica y documental en un abordaje cualitativo de investigación. Los documentos utilizados en el análisis fueron los dictámenes y resoluciones del Consejo Nacional de Educación (CNE) vía Cámara de Educación Superior (CES) del Ministerio de Educación (MEC) que tratan sobre las particularidades de la formación profesional a nivel superior de profesores de Educación Física (bachilleres y licenciados). Para el tratamiento de los datos se utilizó la técnica de análisis de contenido descriptivo. Fue posible constatar que la política educativa de formación superior en Educación Física está forjada por actos decisorios contradictorios. De un lado establece la garantía del derecho a la educación con característica humanística y generalista dando autonomía a las instituciones a innovar sus currículos, pero de otro, permite condicionantes mercadológicos que segmentan la formación en licenciatura y bachillerato, lo que generó inseguridad jurídica para los becantes y los egresos de los cursos, depreciación de la licenciatura y engrandecimiento del bachillerato.Palabras clave: Política educativa. Formación profesional. Formación de profesores. Educación física.

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