La formación del profesorado de educación física: algunas cuestiones
DOI:
https://doi.org/10.47197/retos.v0i7.35075Keywords:
Formación del profesorado, Teorías implícitas, Reconstrucción del conocimientoAbstract
El artículo que a continuación se presenta tiene por finalidad constituir una base para el debate sobre posibles líneas de transformación y mejora de los procesos formativos del profesorado de Educación Física. La discusión se presenta articulada alrededor de tres ejes: la búsqueda de un marco filosófico que oriente y dote de sentido a los procesos formativos del profesorado; la adquisición de herramientas conceptuales que proporcionen al alumnado marcos de referencia amplios que le permitan contextualizar y problematizar la acción; y la toma de conciencia de que los procedimientos, nunca son neutros porque incorporan, de manera implícita y explícita, principios y valores que refuerzan un modelo de formación.
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