Las competencias del profesorado de educación física. Un estudio del modelo formativo

Journal title CADMO
Author/s José Luis Aparicio-Herguedas, Jairo Rodríguez-Medina, Antonio Fraile-Aranda
Publishing Year 2022 Issue 2021/2 Language Spanish
Pages 11 P. 21-31 File size 161 KB
DOI 10.3280/CAD2021-002003
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page .

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Anteprima articolo

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The training of competences requires the application of reliable instruments that allow to check their development during teacher training. The present study tries to evaluate the metric characteristics of a measurement instrument applied in the training of transversal and teacher competences of physical education teachers, and to check if its internal structure conforms to the theoretical models reviewed in the literature. 1104 university students (59.78% men and 40.22% women) from 20 Spanish higher education centers participate. An exploratory factor analysis is carried out from a questionnaire on the Perception of Physical Education Teaching Competencies. The results showed a teacher training model that integrates the development of transversal and teaching competences around three factors. The pedagogical advantages of the formative model are discussed in line with the revised theoretical models, its suitability for the competence development of students and future teachers, and their professional development.

Keywords: exploratory factor analysis, teaching competences, physical education, competences assessment, teacher training.

  1. ANECA (2005a), Libro blanco. Título de grado en magisterio. Madrid: Agencia Nacional de la Evaluación de la Calidad y la Acreditación.
  2. ANECA (2005b), Libro blanco. Título de grado en ciencias de la actividad física y el deporte. Madrid: Agencia Nacional de Evaluación de la Calidad y la Acreditación.
  3. Bourgonje, P., Tromp, R. (2011), Quality educators: An international study of teacher competences and standards. Brussels: Oxfam Novib.
  4. Campos-Izquierdo, A., Martín-Acero, R. (2016), “Percepción de las competencias profesionales de los graduados en Ciencias de la Actividad Física y del Deporte”, Revista de Psicología del Deporte, 25 (2), pp. 339-346.
  5. Capitanescu Benetti, A., D´Adonna, C. (2020), “Les parents, enseigant dans la clase à l´heure du Covid-19”, N’Autre École Hebdo, 1, pp. 19-24.
  6. Ceo-DiFrancesco, D., Kochlefl, M.K., Walker, J. (2019), “Fostering inclusive teaching: A systemic approach to develop faculty competencies”, Journal of Higher Education Theory and Practice, 19 (1), pp. 31-43.
  7. Ciotto, C.M., Gagnon, A.G. (2018), “Promoting social and emotional learning physical education”, Journal of Physical Education, Recreation and Dance, 89 (4), pp. 27-33.
  8. Comisión Europea (2013), Report to the European Commission on improving the quality of teaching and learning in Europe’s higher education institutions. Luxemburgo: Oficina de Publicaciones de la Unión Europea.
  9. Corominas, E., Tesouro, M., Capell, D., Teixidó, J., Pèlach, Busóm, J., Cortada, R. (2006), “Percepciones del profesorado ante la incorporación de las competencias genéricas en la formación universitaria”, Revista de Educación, 341, pp. 301-336.
  10. Declaración de la Sorbona (1998), Declaración conjunta para la armonización del diseño del sistema de educación superior europeo, -- retrieved from: http://eees.umh.es/contenidos/Documentos/DeclaracionSorbona.pdf.
  11. Echeverría, B. (2002), “Gestión de la competencia de acción profesional”, RIE: Revista de Investigación Educativa, 1 (20), pp. 7-43.
  12. Erhorn, J., Moeller, L., Langer, W. (2020), “Academic physical education training for inclusive physical education? A critical review of the state of research”, German Journal of Exercise and Sport Research, 4 (50), pp. 487-500.
  13. Frey, N., Fisher, D., Smith, D. (2019), All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. Alexandria: ACSD.
  14. González, J., Wagenaar, R. (2003), Tuning educational structures in Europe. Bilbao: Universidad de Deusto.
  15. Gutiérrez-Santiuste, E., Gallego-Arrufat, M.J. (2015), “Tipos de comunicación en una comunidad colaborativa virtual de futuros docentes”, Cadmo, 2, pp. 65-80.
  16. Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E. (2010), Multivariate data analysis. Hoboken: Prentice Hall, 7th ed.
  17. Hortigüela-Alcalá, D., Palacios-Picos, A., López-Pastor, V. (2018), “The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education”, Assessment & Evaluation in Higher Education, 44 (6), pp. 933-945.
  18. Jafar, A. (2016), “Student engagement, accountability, and empowerment: A case study of collaborative course design”, Teaching Sociology, 44 (3), pp. 221-232.
  19. Kirk, D., Mcdonald, D., O´Sullivan, M. (2006), The Handbook of Physical Education. London: Sage.
  20. Laval, C. (2004), La escuela no es una empresa. El ataque neoliberal a la enseñanza pública. Barcelona: Paidós.
  21. Meier, S. (2020), “Development and validation of a testing instrument to assess pedagogical content knowledge of German preservice physical education teachers”, Journal of Physical Education and Sport, 20, pp. 3010-3016.
  22. Moreno-Murcia, J.A., Silveira, Y., Belando, N. (2015), “Questionnaire evaluating teaching competencies in the university environment”, Evaluation of Teaching Competencies in the University. New Approaches in Educational Research, 4 (1), pp. 54-61.
  23. OECD (2016), Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing DOI: 10.187/eag.
  24. Palacios-Picos, A., López-Pastor, V., Fraile-Aranda, A. (2019), “Cuestionario de percepción de competencias docentes de educación física”, Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 19 (75), pp. 445-461.
  25. Pérez-González, A.M., Valero-Valenzuela, A., Moreno-Murcia, J.A., Sánchez-Alcaraz, B.J. (2019), “Systematic review of autonomy support in physical education”, Apunts. Educación Física y Deportes, 138, pp. 51-61.
  26. Perrenoud, P. (2004), Diez nuevas competencias para enseñar: Invitación al viaje. Barcelona: Graó.
  27. R Core Team (2020), R: A language and environment for statistical computing. Vienna, R Foundation for Statistical Computing, -- retrieved from https://www.R-project.org/.
  28. Ribeiro, E., Amorim, C. (2020), “Physical education cooperating teachers’ perspectives on professional ethics”, Journal of Sport Pedagogy and Research, 6 (1), pp. 46-50.
  29. Ritzer, G. (2007), Los tentáculos de la McDonalización. Madrid: Popular.
  30. Rosseel, Y. (2012), “lavaan: An R package for structural equation modeling”, Journal of Statistical Software, 48 (2), pp. 1-36, -- retrieved from http://www.jstatsoft.org/v48/i02/.
  31. Sachs, J. (2014), “Teacher professionalism: Why are we still talking about it?”, Teachers and Teaching, 22 (4), pp. 413-425.
  32. Sánchez-Tarazaga, L. (2016), “Los marcos de competencias docentes: Contribución a su estudio desde la política educativa europea”, Journal of Supranational Policies of Education, 5, pp. 44-67.
  33. Tejada, J., Navío, A. (2005), “El desarrollo y la gestión de competencias profesionales: Una mirada desde la formación”, Revista Iberoamericana de Educación, 37 (2), pp. 1-16.
  34. Timmerman, M.E., Lorenzo-Seva, U. (2011), “Dimensionality assessment of ordered polytomous items with parallel analysis”, Psychological Methods, 16 (2), p. 209.
  35. Yew, M., Wang, K. (2016), “The effectiveness of an autonomy-supportive teaching structure in physical education”, RICYDE. Revista Internacional de Ciencias del Deporte, 12 (43), pp. 5-28.

José Luis Aparicio-Herguedas, Jairo Rodríguez-Medina, Antonio Fraile-Aranda, Las competencias del profesorado de educación física. Un estudio del modelo formativo in "CADMO" 2/2021, pp 21-31, DOI: 10.3280/CAD2021-002003