Comprensión de la habilidad desde la perspectiva del futuro profesorado de Educación Física (Future Physical Education teachers’ perspective on the understanding of abilities)

Itaso Nabaskues Lasheras, Oidui Usabiaga Arruabarrena, Daniel Martos García, Øyvind Førland Standal

Resumen


El objetivo de esta investigación fue explorar y comprender la percepción del alumnado del Grado en Ciencias de la Actividad Física y del Deporte (CAFD) sobre el concepto de habilidad en Educación Física (EF). Para tal fin, se realizaron 7 grupos focales con 14 estudiantes de diferentes cursos del Grado en CAFD. Los resultados revelaron que los y las futuras docentes muestran nociones de habilidad que podrían resultar problemáticas a la hora de fomentar ambientes de aprendizaje inclusivos en EF. Además, a pesar de manifestar actitudes positivas hacia la inclusión, la terminología empleada al respecto resultó limitante. En esta línea, el alumnado confesó no sentirse preparado para educar al alumnado con diversas habilidades y denunció la escasa formación recibida al respecto a lo largo del Grado. Se concluye que es necesario que el alumnado goce de un espacio para la reflexión crítica en la formación inicial con el fin de desafiar las nociones arraigadas, reconceptualizar la EF y desarrollar competencias profesionales que posibiliten la construcción de entornos de aprendizaje que faciliten el acceso al reconocimiento de un mayor número de alumnado. 


Abstract: The aim of this study was to explore the understanding of Physical Education (PE) abilities in students from the Bachelor’s Degree in Physical Activity and Sport Sciences (PASS). For this purpose, 7 focus groups were carried out with 14 students from different courses of the Bachelor’s Degree in PASS. Results revealed that future teachers’ notions of ability could be problematic when promoting inclusive learning environments in PE. In addition, despite demonstrating positive attitudes towards inclusion, the terminology used in this regard was considered restrictive. In this line, students revealed not to feel prepared to educate pupils with diverse abilities and addressed the scarce formation received throughout the Bachelor’s Program. In conclusion, it is necessary to provide students with a space for critical reflection during their initial training, so to challenge deeply rooted notions, to reconceptualize PE, and to develop professional competencies enabling the construction of learning environments that facilitate access to recognition of a greater number of students.


Palabras clave


Educación Física, Habilidad, Inclusión, Formación Inicial, Percepción de Estudiantes, Perspectiva Sociocultural (Physical Education, Ability, Inclusion, Initial Training, Students’ Perceptions, Sociocultural Perspective)

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Referencias


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