Case Study on Initial Teacher Training in Physical Education at a University in Chile
DOI:
https://doi.org/10.55040/7czgw683Keywords:
physical education, curriculum, higher education, educational evaluation, teacher educationAbstract
Initial Teacher Education (ITE) in Physical Education is facing global and local changes in Chile as it seeks to meet the demands of an increasingly heterogeneous educational system. The objective of this study was to reveal the structural coherence between the graduate profile, the educational pathway, and the perceptions of teacher educators and fifth-year students. A qualitative methodological approach was adopted within a descriptive-interpretive case study design. Through purposive sampling, 6 students in professional practicum and 5 faculty members participated. The techniques employed included focus groups, semi-structured interviews, and document analysis, ensuring ethical safeguards such as informed consent, anonymity, and voluntary participation. Data processing was conducted using deductive-inductive thematic analysis in ATLAS.ti, employing coding and methodological triangulation. The results reveal a tension stemming from an imbalance in the training curriculum, which prioritizes a biological-sports-oriented approach over a comprehensive pedagogical one. Faced with pressures to prioritize performance and modular work, teachers maintain isolated practices, causing students to experience gaps in their understanding of special educational needs (SEN) and interculturality. It is concluded that the biomedical-sports hegemony must give way to future curricular improvements based on the demands of the current educational system.
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