Uso e impacto de las grabaciones audiovisuales del prácticum en la formación de profesores de educación física: scoping review (Use and impact of practicum audio-visual recordings in physical education teacher training: a scoping review)
DOI:
https://doi.org/10.47197/retos.v60.108926Palabras clave:
Formación docente, Prácticum, Tecnología, Observación, Sistema escolarResumen
Antecedentes: La búsqueda de herramientas que fortalezcan el prácticum en la formación docente ha generado nuevas formas de acompañamiento de los estudiantes. Entre estas herramientas, las grabaciones audiovisuales han surgido como un recurso valioso porque permiten a los futuros profesores de educación física revisar y reflexionar sobre su práctium. Objetivo: Explorar los diferentes usos e impacto de las grabaciones audiovisuales en el practicum de la formación de profesores de educación física. Método: Se realizó una revisión de alcance de artículos publicados entre 2004 y 2024 en bases de datos relevantes como Wos, Scopus, Sportdiscus, Scielo, ERIC y Dialnet. La revisión siguió la declaración PRISMA-ScR. Resultados: De un total de 179 estudios, se identificaron 14 documentos relevantes que fueron categorizados en tres dimensiones: a) Impacto en el desarrollo de competencias docentes; b) Fortalecimiento de la reflexión docente; c) Retroalimentación efectiva del prácticum. Conclusiones: Las grabaciones audiovisuales del prácticum en la formación de profesores de educación física tiene una diversidad de usos, incluyendo la autoevaluación de los estudiantes, el feedback por parte de los supervisores y compañeros, y como herramientas para la reflexión pedagógica y la mejora continua. Además, se demuestra tener un impacto positivo en el desarrollo de competencias pedagógicas, la autoconfianza en la práctica docente y el fomento de la mejora continua profesional.
Palabras clave: Formación docente, prácticum, tecnología, observación, sistema escolar.
Abstract. Background: The search for tools that strengthen the practicum in teacher training has generated new forms of student accompaniment. Among these tools, audiovisual recordings have emerged as a valuable resource because they allow future physical education teachers to review and reflect on their practicum. Objective: To explore the different uses and impact of audiovisual recordings in the practicum of physical education teacher training. Method: A scoping review of articles published between 2004 and 2024 in relevant databases such as Wos, Scopus, Sportdiscus, Scielo, ERIC and Dialnet was conducted. The review followed the PRISMA-ScR statement. Results: Of a total 179 studies, 14 relevant papers were identified and categorized into three dimensions: a) Impact on the development of teaching competencies; b) Strengthening of teaching reflection; c) Effective feedback of the practicum. Conclusions: Audiovisual recordings of practicum in physical education teacher training have a diversity of uses, including student self-evaluation, feedback from supervisors and peers, and as tools for pedagogical reflection and continuous improvement. In addition, it is shown to have a positive impact on the development of pedagogical competencies, self-confidence in teaching practice, and the promotion of continuous professional improvement.
Key words: Teacher training, practicum, technology, observation, school system.
Citas
AlKasasbeh, W. J., & Amawi, A. T. (2024). Elevating Physical Education Teacher Through Technology Integration. Interna-tional Journal of Interactive Mobile Technologies (iJIM), 18(02), pp. 16–26. https://doi.org/10.3991/ijim.v18i02.43669
Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the stu-dent’s academic performance: A cross-sectional study. Creative Education, 12(03), 471–485. https://doi.org/10.4236/ce.2021.123033
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Azevedo, E., Araújo, R., Ramos, A., & Mesquita, I. (2023). Nurturing the temporal dynamic of reflection among Pre-Service Teachers: The contribution of peer observation and written reflection. Revista Romaneasca Pentru Educatie Multi-dimensionala, 15(4), 507–529. https://doi.org/10.18662/rrem/15.4/807
Baecher, L., Kung, S.-C., Ward, S. L., & Kern, K. (2018). Facilitating video analysis for teacher development: A systematic review of the research. Journal of Technology and Teacher Education, 26(2), 185–216. https://www.learntechlib.org/primary/p/181138/
Batlle, J., & Miller, P. (2017). Video enhanced observation and teacher development: Teachers’ beliefs as technology users. EDU-LEARN Proceedings.
Beseler, B., Plumb, M. S., Spittle, M., Johnson, N. F., Harvey, J. T., & Mesagno, C. (2024). Examining single session peer-teaching instructional approaches on pre-service Physical Education teachers’ throwing techniques. Perceptual and Motor Skills, 131(1), 246–266. https://doi.org/10.1177/00315125231214126
Beswick, K., & Muir, T. (2013). Making connections: Lessons on the use of video in pre-service teacher education. Mathe-matics Teacher Education and Development, 15(2). http://files.eric.ed.gov/fulltext/EJ1018707.pdf
Coffey, A. M. (2014). Using Video to Develop Skills in Reflection in Teacher Education Students. Australian Journal of Teacher Education, 39(9). https://doi.org/10.14221/ajte.2014v39n9.7
Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology, 27(1). https://doi.org/10.14742/ajet.983
Colquhoun, H., Levac, D., O’Brien, K., Straus, S., Tricco, A., Perrier, L., Kastner, M., & Moher, D. (2014). Scoping re-views: time for clarity in definition, methods, and reporting. Journal of Clinical Epidemiology, 67(12), 1291–1294. https://doi.org/10.1016/j.jclinepi.2014.03.013
Constantinides, P. (2023). Video-based analysis for teacher development in physical education. European Journal of Education and Pedagogy, 4(6), 5–9. https://doi.org/10.24018/ejedu.2023.4.6.745
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Darst, P., Zakrajsek, D., & Mancini, V. (1989). Analyzing physical education and sport instruction. 2nd edition. Human Kinet-ics.
Davis, K. L., & Wash, P. D. (2019). The edTPA and physical education teacher education: Working in tandem to prepare successful teachers. Journal of Physical Education, Recreation and Dance, 90(5), 36-44. https://doi.org/10.1080/07303084.2019.1580634
De la Iglesia, B., Forteza, D., y Duma, L. (2024). El feedback entre iguales y el desarrollo profesional docente: revisión sistemática. Revista Española de Pedagogía, 82 (288), 335-358. https://doi.org/10.22550/2174-0909.4044
Domingo Roget, A. (2022). La Práctica Reflexiva: un modelo transformador de la praxis docente. Zona Próxima, 34, 1–21. https://doi.org/10.14482/zp.34.370.71
Eroz-Tuga, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. https://doi.org/10.1093/elt/ccs081
Gaudin, C., Chaliès, S., & Amathieu, J. (2018). The impact of preservice teachers’ experiences in a video-Enhanced Training Program on their teaching: A case study in physical education. Contemporary Issues in Technology and Teacher Education, 18(1), 168–196. https://www.learntechlib.org/primary/p/174853/
Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J. (2014). Getting immersed in teacher and student per-spectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91–114. https://doi.org/10.1007/s11251-013-9304-3
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Greve, S., Weber, K. E., Brandes, B., & Maier, J. (2020). Development of pre-service teachers’ teaching performance in physical education during a long-term internship: Analysis of classroom videos using the Classroom Assessment Scoring System K‑3. German Journal of Exercise and Sport Research, 50(3), 343–353. https://doi.org/10.1007/s12662-020-00651-0
Guamán-Gómez, V. J., Chapa-Argudo, C. E., & Marín-Reyes, I. P. (2021). Importancia de los medios audiovisuales para la enseñanza y el aprendizaje. Revista Transdiciplinaria de Estudios Sociales y Tecnológicos, 1(2), 48–56. https://doi.org/10.58594/rtest.v1i2.17
Gun, B. (2011). Quality self-reflection through reflection training. ELT Journal, 65(2), 126–135. https://doi.org/10.1093/elt/ccq040
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Kilic, D., & Saglam, N. (2023). The use of self-assessment in improving pre-service teachers’ professional develop-ment. Science Insights Education Frontiers, 19(2), 3057–3071. https://doi.org/10.15354/sief.23.or436
Kim, C.-M., Kim, M.-J., Youn, H.-S., & Jung, J.-H. (2023). Exploring skills in observing teaching competency through video evaluation of class demonstrations by pre-service physical education teachers. Sustainability, 15(3), 2183. https://doi.org/10.3390/su15032183
Kisselburgh L., Beever J. (2022). The ethics of privacy in research and design: Principles, practices, and potential. In Knijnenburg B. P., Page X., Wisniewski P., Lipford, H. R., Proferes, N., & Romano, J. (Eds.). Modern socio-technical perspectives on privacy (pp. 395–426). Springer International Publishing. https://doi.org/10.1007/978-3-030-82786-1_17.
Konečná, P., Smolka, P., Trčková, K., Václavíková, Z., & Žáček, M. (2023). Innovation of pedagogical practices of future teachers. Education Sciences, 13(4), 355. https://doi.org/10.3390/educsci13040355
Latorre, M. J., & Blanco, F. J. (2011). El prácticum como espacio de aprendizaje profesional para docentes en for-mación. Revista de Docencia Universitaria REDU, 9(2), 35. https://doi.org/10.4995/redu.2011.6157
Laughlin, M. K., Hodges, M., & Iraggi, T. (2019). Deploying video analysis to boost instruction and assessment in physical education. Journal of Physical Education, Recreation and Dance, 90(5), 23–29. https://doi.org/10.1080/07303084.2019.1580637
Levac, D., Colquhoun, H., & O’Brien, K. (2010). Scoping studies: advancing the methodology. Implementation Science, 5(69). doi:10.1186/1748-5908-5-69
Lichtenberger-Majzikné, K., & Fischer, A. (2017). The role of feedback in developing reflective competence. Practice and Theory in Systems of Education, Vol. 12. N°3 (p119-127). https://www.irisro.org/ptse/4102KrisztinaLichtenbergerMajzikne-FischerAndrea.pdf
López Pastor, V. M., Pérez Brunicardi, D., Manrique Arribas, J. C., & Monjas Aguado, R. (2016). Los retos de la Educa-ción Física en el Siglo XXI. Retos, 29, 182–187. https://doi.org/10.47197/retos.v0i29.42552
Lu, C., Barrett, J., & Lu, O. (2020). Teaching physical education teacher education (PETE) online: Challenges and solu-tions. Brock Education Journal, 29(2), 13. https://doi.org/10.26522/brocked.v29i2.828
Lundvall, S., & Meckbach, J. (2008). Mind the gap: physical education and health and the frame factor theory as a tool for analysing educational settings. Physical Education and Sport Pedagogy, 13(4), 345–364. https://doi.org/10.1080/17408980802353362
Mancini, V., Wuest, D., & van der Mars, H. (1989). Use of instruction and supervision in systematic observation in under-graduate professional preparation. Journal of Teaching in Physical Education: JTPE, 5(1), 22–33. https://doi.org/10.1123/jtpe.5.1.22
Mann, S., Crichton, R., & Edmett, A. (2020). Evaluating the role of video in supporting reflection beyond INSET. System, 90(102195). https://doi.org/10.1016/j.system.2019.102195
Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403–417. https://doi.org/10.1080/13664530.2014.938106
Mohamadi, Z. (2022). The effect of professional teaching videos induction and online focused group discussion on the de-velopment of teacher competences. Educational Research for Policy and Practice, 21(465–488). https://doi.org/10.1007/s10671-022-09318-z
Müller, M., Calcagni, E., Grau, V., Preiss, D. D., & Volante, P. (2013). Desarrollo de habilidades de observación en estu-diantes de pedagogía: Resultados de una intervención piloto basada en el uso de la Videoteca de Buenas Prácticas Docen-tes. Estudios Pedagógicos, 39(Especial), 85–101. https://doi.org/10.4067/s0718-07052013000300007
Munn, Z., Peters, M., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping re-view? Guidance for authors when choosing between a systematic or scoping review approach. Medical Research Methodol-ogy, 18(1). https://doi.org/10.1186/s12874-018-0611-x
Murphy, D. (2022). An action research investigation of the impact of using online feedback videos to promote self-reflection on the microteaching of preservice EFL teachers. Systemic Practice and Action Research, 35(3), 327–343. https://doi.org/10.1007/s11213-021-09575-8
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L., Thomas, J., Tricco, A., Welch, V., Whiting, P., Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ (Clinical Research Ed.), n71. https://doi.org/10.1136/bmj.n71
Palao, J. M., Hastie, P., Cruz, P., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology Pedagogy and Education, 24(1), 51–63. https://doi.org/10.1080/1475939x.2013.813404
Peralta, L. R., Bennie, A., Gore, J., & Lonsdale, C. (2021). An investigation of the influence of video types and external facilitation on PE inservice teachers’ reflections and their perceptions of learning: Findings from the AMPED cluster controlled trial. Journal of Teacher Education, 72(3), 368–380. https://doi.org/10.1177/0022487120964079
Peters, M., Godfrey, C., Khalil, H., McInerney, P., Parker, D., & Soares, C. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence Based Healthcare, 13(3), 141–146. https://doi.org/10.1097/xeb.0000000000000050
Peters, M., Marnie, C., Colquhoun, H., Garritty, C., Hempel, S., Horsley, T., Langlois, E., Lillie, E., O’Brien, K., Tun-çalp, Ӧ., Wilson, M., Zarin, W., & Tricco, A. (2021). Scoping reviews: reinforcing and advancing the methodology and application. Systematic Reviews, 10(1). https://doi.org/10.1186/s13643-021-01821-3
Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & McEwen, S. A. (2014). A scoping review of scoping reviews: advancing the approach and enhancing the consistency. Research synthesis methods, 5(4), 371–385. https://doi.org/10.1002/jrsm.1123
Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motiva-tion. Physical Education and Sport Pedagogy, 23(6), 559–574. https://doi.org/10.1080/17408989.2018.1485138
Prusak, K., Dye, B., Graham, C., & Graser, S. (2010). Reliability of pre-service physical education teachers’ coding of teaching videos using studiocode analysis software. Journal of Technology and Teacher Education, 18(1), 131–159. https://www.learntechlib.org/primary/p/29396/
Roche, L., & Gal-Petitfaux, N. (2015). A video-enhanced teacher learning environment based on multimodal resources: A case study in PETE. Journal of E-Learning and Knowledge Society, 11(2). https://doi.org/10.20368/1971-8829/1022
Romero-Martín, R., Castejón-Oliva, F. J., López-Pastor, V. M., & Fraile-Aranda, A. (2017). Formative assessment, com-munication skills and ICT in Initial teacher education. Comunicar, 25(52), 73–82. https://doi.org/10.3916/c52-2017-07
Sandí, J. C., & Cruz, M. (2016). Propuesta metodológica de enseñanza y aprendizaje para innovar la educación superior. InterSedes, 17(36). https://doi.org/10.15517/isucr.v17i36.27100
Santos, A. R., João, T. P., Filgueiras, I. P., & Freire, E. dos S. (2020). Research on the teaching practice itself in physical education classes: implications and challenges perceived by a teacher-researcher. Sport, Education and Society, 26(7), 759–772. https://doi.org/10.1080/13573322.2020.1802712
Sjödin, K., Quennerstedt, M., & Öhman, J. (2023). The meanings of friluftsliv in Physical Education Teacher Education. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2023.2187770
Straková, Z., & Cimermanová, I., 2018. Developing Reflective Skills of Student Teachers in the Virtual Learning Environ-ment. The Electronic Journal of e-Learning, 16(2), pp.107-121ñ. https://eric.ed.gov/?id=EJ1199905
Trent, M., & Gurvitch, R. (2015). Fostering teacher candidates’ reflective practice through video editing. Journal of Physical Education, Recreation and Dance, 86(5), 14–20. https://doi.org/10.1080/07303084.2015.1022674
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
Tricco, A., Lillie, E., Zarin, W., O’Brien, K., Colquhoun, H., Levac, D., Moher, D., Peters, M., Horsley, T., Weeks, L., Hempel, S., Akl, E., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M., Garritty, C., Lewin, S., Godfrey, C., Macdonald, M., Langlois, E., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, S. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/m18-0850
Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97–105. https://doi.org/10.1016/j.tate.2018.11.009
West, C. (2013). Developing reflective practitioners: Using video-cases in music teacher education. Journal of Music Teacher Education, 22(2), 11–19. https://doi.org/10.1177/1057083712437041
Wilkie, B., & Liefeith, A. (2020). Student experiences of live synchronised video feedback in formative assessment. Teach-ing in Higher Education, 27(3), 403–416. https://doi.org/10.1080/13562517.2020.1725879
Yildiz, K., Güzel, P., & Zerengök, D. (2019). Un enfoque teórico para el uso de las tecnologías de la información y la co-municación en la Educación Física. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 8(2), 81–87. https://doi.org/10.6018/sportk.391801
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess