Physical Education teacher educators in Latin America: A scoping review between 2009 and 2023
DOI:
https://doi.org/10.47197/retos.v58.106063Keywords:
initial teacher education, teacher trainer, higher education, pedagogy, universityAbstract
Introduction: Research on teacher educators has proliferated in recent years, as a result of the importance of their work within teacher programs. In the field of Physical Education, the study of this group of professionals has been developed mainly in Europe and the United States, showing a gap with Latin American countries. Purpose: The objective of this scoping review is to examine the current state of the scientific literature, and to identify thematic trends in the studies that have been published on Physical Education teacher educators in Latin America. Method: This study conforms to the methodological recommendations of the PRISMA-ScR statement. The search for articles was carried out in databases (WoS, Scopus, ERIC, SciELO and Dialnet) and bibliographic references. Documents published between 2009 and 2023 in English, Spanish and Portuguese were included. Results: Twenty-eight scientific articles were analyzed. The findings are presented in tables and graphs. Most of the papers were published between 2019 and 2023. Progress is observed in three thematic areas: (a) didactics; (b) thinking; and (c) professional development of Physical Education teacher educators. Conclusions: A growing interest in studying this group of professionals is observed; however, there are still gaps in the literature relevant to address. It is hoped that the results of this work will drive the development of a research agenda that makes visible and supports the work of these professionals, and to this end, some recommendations are offered and practical implications of this study are pointed out.
Keywords: teacher education; higher education; teacher trainer; university teacher; university professor.
References
Agatti, S. M. (2009). Corpo e formação de professores de educação física. Interface - Comunicação, Saúde, Educação, 13(28), 99–110. https://doi.org/10.1590/s1414-32832009000100009
Almonacid-Fierro, A., Philominraj, A., Vargas, R., & Montoya, N. (2022). Teaching in physical education during pan-demic COVID-19: a study of university teachers. International Journal of Human Movement and Sports Sciences, 10(5), 973–981. https://doi.org/10.13189/saj.2022.100514
Amaral, B. L. de M., Pinto, C. A. S., & Nóbrega-Therrien, S. M. (2020). Prática docente no ensino superior e os saberes da formação inicial: constituindo a identidade profissional. Nuances: Estudos sobre Educação, 31, 238–255. https://doi.org/10.32930/nuances.v31i0.8325
Arboleda, J., Hermann, S., & Caro, K. (2022). Cuerpo desterritorializado: una mirada hacia el rol del maestro universi-tario de educación física y la interacción corporal en tiempos de pandemia (Covid-19). Entramados: Educación y Socie-dad, 9(11), 21–37. Recuperado de https://acortar.link/BKXMj4
Arras-Vota, A. M., Bordas, J. L., Mondaca, F., & Rivera, J. M. (2021). El caso sede México: formación en Educación Física en e-entornos universitarios durante la contingencia de la COVID-19. Retos, 41, 35–46. https://doi.org/10.47197/retos.v0i41.83529
Bernate, J., & Fonseca, I. (2023). Competencias digitales en profesores de licenciatura de Educación Física. Retos, 49, 252–259. https://doi.org/10.47197/retos.v49.96866
Biesta, G., Takayama, K., Kettle, M., & Heimans, S. (2022). Who educates the teacher educator? On research, prac-tice, and politics. Asia-Pacific Journal of Teacher Education, 50(4), 325–327. https://doi.org/10.1080/1359866X.2022.2104467
Bologna, C. (2022). Hacer escuela desde la educación física. La enseñanza de prácticas corporales para la formación de ciudadanía crítica , reflexiva y emancipada. Cuadernos de la Facultad de Humanidades y Ciencias Sociales, 62, 179–199. Recuperado de http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-81042022000200008&lang=pt
Borges, C., Hunger, D., & Souza-Neto, S. de. (2009). Conceitos de didática: depoimentos de docentes universitários da área de educação física. Motriz, 15(2), 228–235. Recuperado de https://l1nq.com/4KjVj
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Broch, C., Both, J., Castilho, F., Pizani, J., & Barbosa-Rinaldi, I. (2020). Satisfaction in the teaching work in physical education: a diagnosis of the profile of university teachers. Journal of Physical Education, 31(1), 1–12. https://doi.org/10.4025/JPHYSEDUC.V31I1.3179
Burn, K., Ingram, J., Molway, L., & Mutton, T. (2022). Beyond reactive responses to enduring growth: the transfor-mation of principles and practices within initial teacher education. Journal of Education for Teaching, 48(4), 441–458. https://doi.org/10.1080/02607476.2022.2098007
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2019). Educating teacher educators: international perspectives. New Educator, 16(1), 5–24. https://doi.org/10.1080/1547688X.2019.1670309
Cox, C., Beca, C., Cerri, M., Meckes, L., & Ramírez, J. (2021). Formadores de docentes en seis países de América Latina. OREALC/UNESCO.
Fernandes, K., Lima, A., & Simões, H. (2023). Atividade física e saúde na educação física escolar: perspectivas de professores formadores. Revista Contexto & Educação, 38(120), 1–19. https://doi.org/10.21527/2179-1309.2023.120.11484
Gong, Y., MacPhail, A., & Guberman, A. (2023). Professional learning and development needs of Chinese university-based physical education teacher educators. European Journal of Teacher Education, 46(1), 154–170. https://doi.org/10.1080/02619768.2021.1892638
Gong, Y., Young, A. M., & MacPhail, A. (2023). The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes. European Journal of Teacher Education, 46(4), 707–726. https://doi.org/10.1080/02619768.2021.1972967
González-Vallejos, M. (2018). El estudio del formador latinoamericano: Un campo de investigación “en construcción”. Magis, 10(21), 35–54. https://doi.org/10.11144/Javeriana.m10-21.eflc
González-Villalobos, M. F., López-Taylor, J. R., Díaz-Villanueva, A. I., & Jáuregui-Ulloa, E. E. (2019). Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de educación física. RECIE. Revista Caribe-ña de Investigación Educativa, 3(2), 99–109. https://doi.org/10.32541/recie.2019.v3i2.pp99-109
Graber, K. C., Woods, A. M., Killian, C. M., Richards, K. A., & Rhoades, J. L. (2020). My, how you have changed, PETE: an updated demographic profile of U.S. teacher education faculty. Journal of Teaching in Physical Education, 39(3), 384–395. https://doi.org/10.1123/JTPE.2018-0311
Gurgel, R. A., & Garcia, M. (2016). Identidade docente no ensino superior de educação física: aspectos epistemológicos e substantivos da mercantilização educacional. Movimento, 22(3), 783–794. Recuperado de https://www.redalyc.org/pdf/1153/115347695008.pdf
Gutierres, P., Alves, M., da Silva, R., & Hodge, S. R. (2013). Instructors’ application of the theory of planned behavior in teaching undergraduate physical education courses. Educational Research and Reviews, 8(10), 589–595. https://doi.org/10.5897/ERR2013.1120
Hangul, T., Ozmantar, M. F., & Agac, G. (2022). Teacher educators: a bibliometric mapping of an emerging research area. Australian Journal of Teacher Education, 47(10), 39–58. https://doi.org/10.14221/ajte.2022v47n10.3
Johannesson, P. (2022). Development of professional learning communities through action research: understanding professional learning in practice. Educational Action Research, 30(3), 411–426. https://doi.org/10.1080/09650792.2020.1854100
Kaasila, R., Lutovac, S., & Uitto, M. (2023). Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2023.2181077
Kinder, C. J., Shiver, V. N., Richards, K. A. R., Woods, A. M., & Cushing, C. L. (2024). Learning on the fly: transi-tioning from doctoral student to physical education teacher educator. European Physical Education Review, 30(1), 19–35. https://doi.org/10.1177/1356336X231177978
Knijnik, J., & Luguetti, C. (2020). Social justice narratives in academia: challenges, struggles and pleasures PETE educa-tors face in understanding and enacting critical pedagogy in Brazil. Sport, Education and Society, 26(5), 541–553. https://doi.org/10.1080/13573322.2020.1732905
la Velle, L. (2023). The teacher educator: pedagogue, researcher, role model, administrator, traveller, counsellor, col-laborator, technologist, academic, thinker... compliance or autonomy? Journal of Education for Teaching, 49(1), 1–4. https://doi.org/10.1080/02607476.2023.2172664
Lawson, H. A. (1991). Future research on physical education teacher education professors. Journal of Physical Education, 10(3), 229–248. https://doi.org/10.1123/jtpe.10.3.229
López, S., Marin, R., & Rivera, J. (2015). Percepción de la educación física en docentes universitarios. Educación Física y Ciencia, 17(1), 1–8. Recuperado de https://www.redalyc.org/pdf/4399/439942661002.pdf
Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229. https://doi.org/10.1080/1359866X.2019.1575946
MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2018). The profes-sional development of higher education-based teacher educators: needs and realities. Professional Development in Edu-cation, 45(5), 848–861. https://doi.org/10.1080/19415257.2018.1529610
Matus-Castillo, C., Serra, P., Soler, S., Vilanova, A., Flores-Rivera, C., Knijnik, J., & Luna-Villouta, P. (2023). Creen-cias y prácticas sobre la perspectiva de género en el profesorado de pedagogía en educación física en Chile. Retos, 47, 969–977. https://doi.org/10.47197/retos.v47.96869
McEvoy, E., MacPhail, A., & Heikinaro-Johansson, P. (2015). Physical education teacher educators: a 25-year scoping review of literature. Teaching and Teacher Education, 51, 162–181. https://doi.org/10.1016/j.tate.2015.07.005
Metzler, M. W., & Freedman, M. S. (1985). Here´s looking at you, PETE: a profile of physical education teacher edu-cation faculty. Journal of Teaching in Physical Education, 4, 123–133. https://doi.org/10.1123/jtpe.4.2.123
Montás, M., & Sánchez, M. (2022). Formación inicial docente de educación física: barreras que desafían al profesorado universitario. Retos, 46, 529–537. https://doi.org/10.47197/retos.v46.94601
Moreno, A., & Alvarez, N. (2010). Creencias del profesorado universitario de Educación Física en relación a los con-ceptos de cuerpo y salud. Estudios Pedagógicos, 36(1), 159–175. https://doi.org/10.4067/S0718-07052010000100009
Moreno, A., Trigueros, C., & Rivera, E. (2012). El papel de la Educación Física escolar en el siglo XXI: una mirada desde el docente universitario. Movimento, 18(4), 33–54. https://www.redalyc.org/articulo.oa?id=115324888003
Nascimento, D., Quintão, F., & Levoratti, A. (2023). Tendências internacionais da educação física Argentina: a reinvenção de uma tradição. Revista Brasileira de Ciências do Esporte, 45, 1–8. https://doi.org/10.1590/rbce.45.e20230018
North, C., Patton, K., & Coulter, M. (2021). Negotiating tensions in identity: from physical education teacher educator to academic leader. Sport, Education and Society, 27(6), 703–716. https://doi.org/10.1080/13573322.2021.1907326
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103–112. https://doi.org/10.1016/j.jclinepi.2021.02.003
Pereira, M., Folle, A., Detanico, D., Graça, A., & Farias, G. (2022). Teaching path: identifying the construction of knowledge for teaching in martial arts and combat sports. Revista de Artes Marciales Asiáticas, 17(2), 140–157. https://doi.org/10.18002/rama.v17i2.7352
Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: a literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/10.1016/j.tate.2018.06.003
Poblete-Valderrama, F., Illanes, L., Linzmayer, L., Cenzano, L., Flores, C., Garrido-Méndez, A., Rivas, C., & Hetz, K. (2023). Formación inicial docente en educación física, paradigmas de la formación desde la percepción del formador de formadores, lineamientos ministeriales y mallas curriculares: estudio de caso. Retos, 49, 552–563, https://doi.org/10.47197/retos.v49.91443
Richards, K. A., Ison, S. E., Graber, K. C., Woods, A. M., Walsh, C., & Wilson, W. J. (2022). Understanding US PETE faculty stress in the sociopolitical environment of higher education. European Physical Education Review, 28(2), 446–462. https://doi.org/10.1177/1356336X211053797
Richter, E., Lazarides, R., & Richter, D. (2021). Four reasons for becoming a teacher educator: a large-scale study on teacher educators’ motives and well-being. Teaching and Teacher Education, 102, 103322. https://doi.org/10.1016/j.tate.2021.103322
Rufino, L., & Souza, S. (2022). Desafios da entrada na carreira docente na educação física sob a análise de professores formadores da universidade. Revista e-Curriculum, 20(3), 1308–1334. https://doi.org/10.23925/1809-3876.2022v20i3p1308-1334
Sanches-Neto, L., Venâncio, L., Nascimento, L. N., Lazaretti, W., da Silva, E., Moura, S., dos Santos, E., Porto, I., Garbett, D., & Ovens, A. (2023). Perspectives on social justice when becoming a teacher-researcher in the practi-cum: insights from physical education teacher education. Frontiers in Education, 8, 1–9. https://doi.org/10.3389/feduc.2023.1174751
Sánchez, G., Castillo-Retamal, M., & Sumonte, V. (2023). Desafíos de la interculturalidad en la formación de profeso-res de educación física. Retos, 50, 1213–1223. https://doi.org/10.47197/retos.v50.100367
Silva, S., Souza, C., & Marques, F. (2010). Situação do estágio supervisionado em universidades privadas da grande São Paulo. Motriz, 16(3), 1–7. https://doi.org/10.5016/1980-6574.2010v16n3p682
Tack, H., Guberman, A., MacPhail, A., & Vanderlinde, R. (2023). Higher education-based teacher educators’ re-searcherly disposition: an international perspective. European Journal of Teacher Education, 1–13. https://doi.org/10.1080/02619768.2023.2195974
Vaillant, D., & Marcelo, C. (2021). Formación inicial del profesorado: modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 55–69. https://doi.org/10.15366/reice2021.19.4.003
Vanassche, E. (2022). Four propositions on how to conceptualize, research, and develop teacher educator professional-ism. Frontiers in Education, 7, 1–11. https://doi.org/10.3389/feduc.2022.1036949
Vanderlinde, R., Smith, K., Murray, J., & Lunenberg, M. (2021). Teacher educators and their professional development. Learning from the past, looking to the future. Routledge.
Venâncio, L., Sanches-Neto, L., Charlot, B., & Craig, C. J. (2022). Relationships to knowledge and (self) educative experiences in physical education: teacher educators’ perspectives on confronting social justice issues in adverse teaching-learning situations. Movimento, 28, 1–19. https://doi.org/10.22456/1982-8918.122698
Vezub, L. (2022). Políticas y reformas docentes en América Latina: Entre la agenda de la educación superior y la forma-ción docente. InterCambios. Dilemas y Transiciones de la Educación Superior, 10(1), 76–86. https://doi.org/10.29156/inter.10.1.8
Volski, V., & Grando, D. (2019). O olhar de professores universitários do curso de educação física sobre as metodologias de ensino ativas. Caderno de Educação Física e Esporte, 17(1), 149–157. https://doi.org/10.36453/2318-5104.2019.v17.n1.p149
Walsh, C., Tannehill, D., & MacPhail, A. (2022). The perceived needs of teacher educators as they strive to implement curriculum change. Curriculum Studies in Health and Physical Education, 13(2), 156–169. https://doi.org/10.1080/25742981.2022.2032778
Yosief, A., Sulieman, Mohammed-S., & Biede, T. (2022). Improving the practices of teacher educators through collab-orative action research: challenges and hopes. Educational Action Research, 32(2), 204–221. https://doi.org/10.1080/09650792.2022.2066147
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.