Explorando los recuerdos negativos del profesorado en formación sobre la Educación Física

  1. Saiz-González, Pablo 1
  2. Iglesias, Damián 2
  3. Coto-Lousas, Jose 1
  4. Fernandez-Rio, Javier 1
  1. 1 University of Oviedo, Spain
  2. 2 University of de Extremadura, Spain
Journal:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Year of publication: 2025

Issue Title: Marzo 2025_en preparación

Volume: 18

Issue: 37

Pages: 47-59

Type: Article

DOI: 10.25115/ECP.V18I37.10033 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Espiral. Cuadernos del profesorado

Abstract

La educación física (EF) ha sido una asignatura obligatoria en las escuelas de la mayoría de los países del mundo durante décadas. Sin embargo, existe un debate continuo sobre su naturaleza y enfoques pedagógicos. Este estudio tuvo como objetivo explorar las experiencias negativas en EF. Participaron un total de 783 futuros maestros matriculados en una carrera de educación en dos universidades españolas diferentes. Estos jóvenes fueron seleccionados por tres razones: 1) tienen recuerdos vívidos de la EF, 2) poseen más conocimientos pedagógicos que la persona promedio, y 3) no eran especialistas en EF. Se seleccionaron aquellos que reportaron una experiencia general negativa: 41 estudiantes (35 mujeres y 6 hombres, M=21.7 años). Se utilizaron preguntas abiertas para explicar las razones de sus experiencias. Se identificaron cuatro clústeres temáticos: (1) capacidades físicas, (2) trabajo del maestro en clase, (3) contenido y (4) ambiente en el aula. Los resultados sugieren la necesidad de implementar acciones pedagógicas que contrarresten la aparición de sentimientos y pensamientos negativos. El uso de enfoques pedagógicos más democráticos y reflexivos podría ayudar a evitar experiencias negativas y a potenciar las significativas, y si esto ocurre en los futuros maestros que enseñarán otras asignaturas, ayudará a cambiar positivamente los estereotipos sobre la EF y a promover una mayor cohesión.

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