Percepciones de los profesores universitarios sobre la formación inicial de los profesores de educación física desde una perspectiva integradora en Mozambique (Perceptions of university professors on the initial training of physical education teachers from an inclusive perspective in Mozambique)
DOI:
https://doi.org/10.47197/retos.v60.108646Palabras clave:
formación, inclusión, profesores, percepción, mozambiqueResumen
El objetivo de esta investigación fue analizar la percepción de los profesores de tres facultades públicas de Educación Física (EF) de Mozambique, con el fin de comprender sus prácticas pedagógicas de forma inclusiva. En este contexto, se realizó una entrevista semiestructurada a tres profesores universitarios de educación física que trabajan en áreas inclusivas. Tras el análisis de contenido, las declaraciones se agruparon en tres categorías: a) Formación inicial del profesorado; b) Percepción del currículo y de las asignaturas inclusivas en la formación inicial; c) Apreciación de las barreras. Los resultados de la investigación apuntan a una visión positiva de la formación inicial en Educación Física Inclusiva (EFI), sin embargo se señalaron algunos desafíos como: falta de programas de formación para profesores y futuros profesores; insuficientes contenidos específicos vinculados a la inclusión dentro de los currículos de formación y poco trabajo sobre el componente práctico a lo largo de la formación. Estos resultados nos llevan a recomendar propuestas de formación continua a largo plazo y de reestructuración curricular en los cursos de EF a través de propuestas y adiciones a los programas de formación inicial.
Palabras clave: Formación inicial, inclusión, profesores, percepción, Mozambique
Abstract. The purpose of this study was to analyse the perceptions of teachers from three public Physical Education (PE) faculties in Mozambique, in order to understand their pedagogical practices from an inclusive perspective. In this context, a semi-structured interview was conducted with three university PE teachers who work in inclusive areas. After content analysis, the statements were grouped into three categories: a) Initial teacher training; b) Perception of the curriculum and inclusive subjects in initial training; c) Appreciation of barriers. The results of the research point to a positive view of initial training in Inclusive Physical Education (IPE), however some challenges were pointed out such as: lack of training programs for teachers and future teachers; insufficient specific content linked to inclusion within the training curricula and little work on the practical component throughout training. These results lead us to recommend proposals for long-term continuing education and curricular restructuring in PE courses through proposals and additions to initial training programs.
Keywords: Initial training, inclusion, teachers, perception, Mozambique
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