“Pandemic” lessons on constraints, enablers, and preservice teachers’ training (mis)alignment in physical education teacher education

Javier Fernandez-Rio; João Martins FMH Martins; Cláudio Farias

doi:10.47197/retos.v64.107839

Autores/as

Javier Fernandez-Rio https://orcid.org/0000-0002-1368-3723
João Martins FMH Martins https://orcid.org/0000-0002-2540-6678
Cláudio Farias

DOI:

https://doi.org/10.47197/retos.v64.107839

Palabras clave:

COVID-19, educación de profesores, aprendizaje a distancia, desarrollo profesional, habilidades de enseñanza

Resumen

Introducción: la pandemia Covid-19 afectó significativamente a todas las esferas de la vida social, particularmente en la educación (escuelas y educación superior).

Objetivo: Este estudio examinó las experiencias de enseñanza de profesores en formación de educación física durante la pandemia y evaluó las posibles deficiencias/fortalezas de sus experiencias de aprendizaje en la unidad curricular (primer año del curso) y su efecto en las prácticas de enseñanza en el practicum posterior (segundo año del curso).

Metodología: 28 profesores en formación de EF realizaron su practicum, 10 profesores colaboradores y un supervisor universitario participaron en este estudio cualitativo y longitudinal, realizado entre septiembre de 2020 y abril de 2021. Los datos recopilados a través de múltiples fuentes se analizaron tematicamente.

Resultados: Las principales restricciones para las prácticas de los profesores en formación fueron deficiencias en la formación inicial de profesores de educación física (PETE), restricciones de la pandemia y de la escuela, y barreras tecnológicas. Los facilitadores incluyeron: fortalezas en la enseñanza fomentadas por el programa PETE, alineación de la formación; oportunidades pedagógicas impulsadas por la pandemia y las restricciones escolares.

Discusión: El empoderamiento digital de los profesores en formación de educación física (y sus mentores), la creatividad y la adaptabilidad docente y la flexibilidad regulatoria en las escuelas fueron hallazgos novedosos.

Conclusiones: Las universidades deben ajustar sus programas de formación de profesores para abordar los problemas de la vida real y las condiciones locales que los profesores en formación encuentran en su práctica de colocación.

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