“Pandemic” lessons on constraints, enablers, and preservice teachers’ training (mis)alignment in physical education teacher education

  1. Cláudio Farias 1
  2. João Martins 2
  3. Javier Fernandez-Rio 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade de Lisboa
    info

    Universidade de Lisboa

    Lisboa, Portugal

    ROR https://ror.org/01c27hj86

  3. 3 Universidade de Porto
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Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2025

Issue: 64

Pages: 838-852

Type: Article

DOI: 10.47197/RETOS.V64.107839 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Introducción: la pandemia Covid-19 afectó significativamente a todas las esferas de la vida social, particularmente en la educación (escuelas y educación superior). Objetivo: Este estudio examinó las experiencias de enseñanza de profesores en formación de educación física durante la pandemia y evaluó las posibles deficiencias/fortalezas de sus experiencias de aprendizaje en la unidad curricular (primer año del curso) y su efecto en las prácticas de enseñanza en el practicum posterior (segundo año del curso). Metodología: 28 profesores en formación de EF realizaron su practicum, 10 profesores colaboradores y un supervisor universitario participaron en este estudio cualitativo y longitudinal, realizado entre septiembre de 2020 y abril de 2021. Los datos recopilados a través de múltiples fuentes se analizaron tematicamente. Resultados: Las principales restricciones para las prácticas de los profesores en formación fueron deficiencias en la formación inicial de profesores de educación física (PETE), restricciones de la pandemia y de la escuela, y barreras tecnológicas. Los facilitadores incluyeron: fortalezas en la enseñanza fomentadas por el programa PETE, alineación de la formación; oportunidades pedagógicas impulsadas por la pandemia y las restricciones escolares. Discusión: El empoderamiento digital de los profesores en formación de educación física (y sus mentores), la creatividad y la adaptabilidad docente y la flexibilidad regulatoria en las escuelas fueron hallazgos novedosos. Conclusiones: Las universidades deben ajustar sus programas de formación de profesores para abordar los problemas de la vida real y las condiciones locales que los profesores en formación encuentran en su práctica de colocación.

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Data source: Dialnet