Identidad profesional e implementación percibida del currículo basado en competencias en educación física: el papel mediador secuencial de la motivación autónoma y la autoeficacia docente
DOI:
https://doi.org/10.55040/kmkzn727Palabras clave:
identidad profesional, motivación autónoma, autoeficacia docente, implementación percibida del currículo basado en competencias, modelado de ecuaciones estructuralesResumen
Implementar en la educación física currículos basados en competencias exige traducir las intenciones curriculares en prácticas pedagógicas eficaces, condicionadas por los contextos institucionales y los recursos psicológicos. Este estudio examinó las asociaciones subyacentes a la implementación percibida del currículo basado en competencias (PCBCI) mediante el análisis de un modelo de mediación secuencial que incorporó la identidad profesional, la motivación autónoma y la autoeficacia docente, fundamentado en la Teoría de la Autodeterminación, la Teoría Social Cognitiva y la Teoría Didáctica de la Educación Física. Se adoptó un diseño cuantitativo, transversal y explicativo con 612 docentes de educación física en ejercicio, reclutados en centros públicos de educación primaria y secundaria de todo Túnez. Los datos se recopilaron mediante instrumentos validados para evaluar la identidad profesional, la motivación autónoma, la autoeficacia docente y la implementación percibida del currículo basado en competencias. Se utilizó un modelado de ecuaciones estructurales basado en covarianzas para evaluar los modelos de medida y estructural. La identidad profesional se asoció positivamente con la motivación autónoma (β = .62, p < .001), que, a su vez, se asoció positivamente con la autoeficacia docente (β = .55, p < .001). La autoeficacia docente se asoció positivamente con la PCBCI (β = .48, p < .001), y el modelo explicó el 46 % de su varianza. Asimismo, la identidad profesional mostró una asociación directa significativa con la PCBCI (β = .18, EE = .05, IC del 95 % corregido por sesgo [.08, .28], p < .001). El efecto indirecto secuencial a través de la motivación autónoma y la autoeficacia docente fue significativo (β = .16, EE = .03, IC del 95 % corregido por sesgo [.11, .22], p < .001), en consonancia con una mediación parcial. Dado el diseño transversal, estos resultados representan asociaciones estadísticas y no efectos causales. Los hallazgos recalcan la relevancia de la identidad profesional, la motivación autónoma y la autoeficacia docente para comprender la implementación percibida del currículo basado en competencias y orientar la formación docente y el desarrollo profesional.
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