PHYSICAL EDUCATION IN NON-FORMAL CONTEXTS: A CONTRIBUTION IN TEACHER TRAINING? ANALYSIS FROM THE PERCEPTION OF STUDENTS AND PRACTICE CENTERS

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Autor:
Ojeda Nahuelcura, Rodrigo
URI:
http://repositoriodigital.uct.cl/handle/10925/2585
Datos de publicación:
JOURNAL OF SPORT AND HEALTH RESEARCH,Vol.11,75-90,2019
Temas:
Preservice Teacher Education - Assessment - Physical Education - Practicums - Nonformal Education - Competences
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Resumen:
The objective of this study was to analyze the assessment of the students of Pedagogy in physical education and those in charge of collaborating institutions regarding the Physical Education Practicum in non-formal contexts and to determine the positive / negative aspects of the process. The experience is developed in a subject associated to the Physical Education program of a Chilean university, and which aims to develop a practicum for five months in non-formal educational contexts, such as: (a) centers linked to training and high perfomance in sports (b) centers linked to sports administration and management; (c) centers related to physical activity and community health; (d) gyms and physical activity centers linked to the field of fitness. In the experience there is a participation of 32 students and 18 centers represented by their respective managers. The data analysis plan considered the use of open axial and selective coding of data, through the support of the Atlas Ti 6.0 program, based on semistructured interviews and focus groups. The results show that the positive aspects of the practicum process that were better assessed are: (a) strengthening of attitudinal competencies; (b) new learnings (c) applicability of the theory; (d) autonomy; (e) adaptation to the context (e) collaborative work; (f) personal and professional development; (g) new contexts and job opportunity. And the negative aspects of the practicum process in non-formal contexts are: (a) insufficient supervision; (b) lack of feedback; (c) lack of coordination between practice centers and universities; (d) expand offer of practice centers; (e) insufficient hours; (f) diversification of training strategies and (g) weak TIC training.

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