Implementación de programas de desarrollo profesional docente en línea: perspectivas de los docentes de educación física (Implementation of Online Teacher Professional Development Programs: Physical Education Teacher Perspectives)
DOI:
https://doi.org/10.47197/retos.v57.105406Palabras clave:
Implementation, Perception, Physical Education, Teacher Professional DevelopmentResumen
Un enfoque actual en educación es la importancia de desarrollar el profesionalismo entre los profesores de educación física para satisfacer las demandas y desafíos de la educación física en el siglo XXI. Varios desafíos que enfrentan los profesores de educación física al implementar programas de desarrollo profesional en línea incluyen el acceso limitado a la tecnología, la interacción social reducida y las dificultades para evaluar y brindar retroalimentación inmediata. Los desafíos adicionales que requieren mayor investigación incluyen la relevancia del contenido y su adaptación específicamente al plan de estudios de educación física y a los contextos prácticos. La relevancia de la comprensión de los profesores de educación física sobre los programas de desarrollo profesional en línea implica el diseño y la mejora del programa, el crecimiento y la eficacia profesional, la implementación y adopción, las políticas y la promoción. Este estudio tiene como objetivo explorar las perspectivas de los profesores de educación física sobre la participación en programas de desarrollo profesional en línea. El método utilizado es la investigación cuantitativa con un diseño cuantitativo descriptivo. La técnica de muestreo empleada es el muestreo censal, que involucra a todos los miembros de la población en la encuesta, incluyendo así a 245 docentes de toda Indonesia que participan en el programa de desarrollo en línea. Los resultados muestran que más del 80% de los participantes pudieron recibir y asimilar el material proporcionado por los instructores a través de un Sistema de Gestión del Aprendizaje (LMS) durante la duración especificada del programa de desarrollo docente en línea. De hecho, más del 75% de los participantes lograron no verse perturbados por problemas de red en su área. Se informaron diferencias significativas más allá de estos porcentajes, incluidas diferencias en grupos de edad, experiencia docente y ubicación geográfica. Otros hallazgos de este estudio revelan que más del 50% de los participantes no estaban interesados en el programa de desarrollo docente en línea. Los factores que causan esta falta de interés incluyen la interacción social limitada, la fatiga digital, la desconfianza en la eficacia y las limitaciones en la tecnología y el acceso a Internet. Las implicaciones prácticas de estos hallazgos son mejorar la interactividad, abordar la fatiga digital, mejorar la relevancia del contenido y brindar soporte tecnológico. Las direcciones de investigación futuras sobre este tema incluyen estudios longitudinales para evaluar el impacto a largo plazo de los programas de aprendizaje en línea en las prácticas docentes y los resultados del aprendizaje, con el objetivo de identificar cambios y mejoras continuas en las prácticas docentes.
Palabras Clave: Implementación, Percepción, Educación Física, Desarrollo Profesional Docente.
Abstract. One current focus in education is the importance of developing professionalism among physical education teachers to meet the demands and challenges of physical education in the 21st century. Several challenges faced by physical education teachers in implementing online professional development programs include limited access to technology, reduced social interaction, and difficulties in assessing and providing immediate feedback. Additional challenges that require further investigation include the relevance of content and its adaptation specifically to the physical education curriculum and practical contexts. The relevance of physical education teachers' understanding of online professional development programs involves program design and improvement, professional growth and efficacy, implementation and adoption, policy, and advocacy. This study aims to explore the perspectives of physical education teachers on participating in online professional development programs. The method used is quantitative research with a descriptive quantitative design. The sampling technique employed is census sampling, involving all members of the population in the survey, thus including 245 teachers from across Indonesia who are participating in the online development program. The results show that over 80% of participants were able to receive and assimilate the material provided by instructors through a Learning Management System (LMS) during the specified duration of the online teacher development program. Indeed, more than 75% of participants were able to not be disturbed by network issues in their area. Significant differences were reported beyond these percentages, including differences in age groups, teaching experience, and geographical location. Other findings from this study reveal that more than 50% of participants were not interested in the online teacher development program. Factors causing this lack of interest include limited social interaction, digital fatigue, mistrust in effectiveness, and limitations in technology and internet access. The practical implications of these findings are to enhance interactivity, address digital fatigue, improve content relevance, and provide technological support. Future research directions on this topic include longitudinal studies to evaluate the long-term impact of online learning programs on teaching practices and learning outcomes, aiming to identify ongoing changes and improvements in teaching practices.
Key Words: Implementation, Perception, Physical Education, Teacher Professional Development
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