La microenseñanza entre pares como herramienta pedagógica en la formación del profesorado de Educación Física: revisión sistemática
DOI:
https://doi.org/10.55040/51grz803Palabras clave:
microenseñanza entre pares, formación del profesorado de educación física, formación docente basada en la práctica, juicio pedagógicoResumen
La microenseñanza entre pares se ha consolidado como una herramienta pedagógica clave en la formación inicial docente, ya que permite a los futuros profesores ensayar prácticas de enseñanza en contextos controlados, recibir retroalimentación focalizada y participar en procesos de reflexión crítica sobre su desempeño. En Educación Física, su potencial resulta especialmente relevante debido al carácter altamente situado, práctico y relacional de la enseñanza en contextos de aprendizaje motor. El objetivo de esta revisión sistemática fue identificar y analizar los usos, enfoques pedagógicos y efectos reportados de la microenseñanza entre pares en programas de formación inicial de profesores de Educación Física. Para ello, se siguieron las directrices PRISMA y se identificaron estudios publicados entre los años 2000 y 2025 en las bases de datos Scopus, Web of Science, ERIC, SPORTDiscus y ProQuest. La búsqueda y selección de los estudios se realizó mediante la aplicación de los criterios PICOS. En total, se recuperaron 363 documentos, de los cuales 17 cumplieron con los criterios de elegibilidad establecidos. La calidad metodológica de los estudios incluidos fue evaluada mediante la herramienta Mixed Methods Appraisal Tool (MMAT). Los hallazgos se organizaron en cuatro dimensiones interrelacionadas: a) actitudes, autoeficacia y confianza profesional; b) competencias didácticas y toma de decisiones pedagógicas; c) reflexión pedagógica, retroalimentación y aprendizaje basado en la práctica; y d) condiciones curriculares y contextuales de la formación inicial del profesorado de Educación Física. En conjunto, la evidencia sugiere que la microenseñanza, cuando se implementa a través de enfoques reflexivos y dialógicos, constituye un mecanismo pedagógico prometedor para favorecer el desarrollo profesional temprano de los futuros docentes de Educación Física. No obstante, la evidencia disponible se sustenta principalmente en medidas de autorreporte y diseños de corto plazo, por lo que sus resultados deben interpretarse con cautela.
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Derechos de autor 2026 Claudio Hinojosa-Torres, David Hortigüela-Alcalá, Rodrigo Yáñez-Sepúlveda, Natalia Escobar-Jara, Dilan Galeano-Rojas, Macarena Hurtado-Guerrero, Carolina Rodríguez-Canales (Autor/a)
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