Conocimiento Pedagógico del Contenido en el campo de la Educación Física. Una revisión sistemática de la literatura 2011-2022 (Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022)

Autores/as

  • Noelva Eliana Montoya Universidad de San Buenaventura-Medellín

DOI:

https://doi.org/10.47197/retos.v50.99378

Palabras clave:

Conocimiento pedagógico del contenido, educación física, formación de profesores, deporte escolar, revisión de la literatura

Resumen

En la enseñanza de la Educación Física se deben tener en cuenta el conocimiento sobre qué enseñar, a quién enseñar y cómo enseñar, en el marco de estos aspectos surge el conocimiento pedagógico del contenido, considerado como una amalgama entre contenido y pedagogía. Este estudio analizó la producción cientifica en las bases de datos Scopus, Web of Science y Science Direct, respecto al desarrollo del Conocimiento Pedagogico del Contenido en el campo de la Educación Física, entre 2011 y 2022 y se hizo de forma sistematica. Se incluyeron artículos en idioma inglés y español, para un total de 32. Los resultados muestran que hubo un pico de publicaciones en el año 2020; el país en el que se han llevado a cabo más estudios es en Estados Unidos; con respecto al nivel de investigación en su gran mayoría son de carácter explicativo. Los estudios se clasificaron en tres categorías: Conocimiento pedagógico del contenido en Educación Física escolar, en Deporte escolar y en programas de formación de profesores de educación física. Se pudo concluir que existe una necesidad de que el conocimiento común del contenido y el conocimiento especializado del contenido se enseñen mejor en los programas de formación del profesorado pues son una base fundamental para el Conocimiento Pedagógico del Contenido. De igual manera, dado que este constructo es dinámico y cambiante, también debe ser considerado en la fase de desarrollo profesional, pues la experiencia en campo y las relaciones que se establecen en éste, proveen de nuevos conocimientos y experiencias formativas.

Palabras clave: Conocimiento pedagógico del contenido, educación física, formación de profesores, deporte escolar, revisión de la literatura.

Abstract . Teaching of Physical Education, knowledge about what to teach, who to teach and how to teach must be considered; within the framework of these aspects, Pedagogical Content Knowledge arises, considered as an amalgamation between content and pedagogy. This study analysed the scientific production in the Scopus, Web of Science and Science Direct databases, regarding the development of Pedagogical Content Knowledge in the Physical Education Field, between 2011 and 2022 and was done systematically. Articles were included in English and Spanish, for a total of 32 articles. The results show that there was a peak of publications in the year 2020; the country in which more studies have been carried out is the United States; regarding the level of research, the vast majority are of an explanatory nature. The studies were classified into three categories: Pedagogical Content Knowledge in school Physical Education, in School Sports and in training programs for physical education teachers. It could be concluded that there is a need for Common Content Knowledge and Specialized Content Knowledge to be better taught in teacher education programs as they are a fundamental basis for Pedagogical Content Knowledge. Likewise, since this construct is dynamic and changing, it should also be considered in the professional development phase, since field experience and the relationships established in the field provide new knowledge and formative experiences.

Keywords: Pedagogical content knowledge, physical education, teacher training, school sports, literature review.

Citas

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Publicado

2023-09-15

Cómo citar

Montoya, N. E. (2023). Conocimiento Pedagógico del Contenido en el campo de la Educación Física. Una revisión sistemática de la literatura 2011-2022 (Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022). Retos, 50, 1240–1250. https://doi.org/10.47197/retos.v50.99378

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Sección

Revisiones teóricas sistemáticas y/o metaanálisis