Orientations of professional practices in physical education teacher education: a scoping review
DOI:
https://doi.org/10.47197/retos.v56.103562Keywords:
University system, teacher training, pedagogical practices, physical education pedagogyAbstract
Background: In response to the demands for improvement in teacher education, professional practices have emerged as a fundamental component for integrating theory with practice in the preparation of future teachers. However, it is crucial to understand the orientations and functions inherent to these practices in physical education teacher education. Objective: To identify the orientations and functions of professional practices in physical education teacher education. Method: A scoping review of articles published between 2002 and 2024 in relevant databases such as Wos, Scopus, Scielo, Sportdiscus and ERIC was conducted. The review followed the PRISMA-ScR statement. Results: 34 relevant papers were identified and categorized into six main themes: teaching competencies, teacher self-efficacy and confidence, reflection and critical thinking, integration of theory and practice, impact on professional identity, and mentoring and supervision in internships. Conclusions: Professional internships stand out as fundamental spaces for the development of competencies in future physical education teachers. Specifically, it was observed that these internships facilitate the comprehensive development of students by providing them with opportunities to apply theory in real teaching contexts. In addition, influential administrative aspects related to the planning and monitoring of internships were identified.
Key words: Higher education, professional teaching, teacher training, pedagogical practice
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