Deseos vocacionales que incentivan a la formación docente en Educación Física
Deseos vocacionales que incentivan a la formación docente en Educación Física
Authors
Mujica Johnson, Felipe
Orellana Arduiz, Nelly
Orellana Arduiz, Nelly
Authors
Date
Datos de publicación:
Revista Educación, 2019, Vol. 43, N° 1, 496-509, 2019
Keywords
Deseos - Vocación - Educación Física - Afectividad
Collections
Abstract
La vocación docente es un contenido del currículo oculto, ya que al momento de decidir la profesión de pedagogía, este componente construido desde la subjetividad no participa formalmente del proceso de la toma de decisión; no obstante, esta situación no
le resta importancia, pues el deseo por el cual una persona decide ser educador tiene un importante significado para el futuro profesional docente. Este estudio tiene como propósito categorizar los deseos que influyeron en la elección de la carrera de
Pedagogía de Educación Física en la Universidad de Playa Ancha, Valparaíso, Chile. La investigación responde al enfoque cualitativo y sus participantes, veinte estudiantes (12 hombres y 8 mujeres), quienes cursan el tercer semestre académico. Los datos fueron recopilados por medio de la técnica del cuestionario no estructurado y el grupo focal, estos dieron paso al análisis de los datos mediante la teoría fundamentada y se utilizó como soporte de la información el programa Atlas.ti 7.5. Los resultados presentan cuatro familias: a) Formación personal del alumnado, b) influir en la comunidad, c) mejorar factores de riesgo social, y d) satisfacción personal. Se concluye que el estudiantado al momento de decidir su profesión, deseó ser actor social con poder de transformación social, ocupando los espacios educativos institucionales, como los espacios educativos comunitarios, con un gran énfasis en contrarrestar las problemáticas de salud que han vivenciado y/o identificado por medio de la historia de vida personal. Se recomienda que el personal docente universitario integre los deseos vocacionales del alumnado en su formación.
Teaching as a vocation pertains to the hidden curriculum. When one decides to enter teaching, this considered to be a more subjective component since it does not formally influence our decision to become teachers and should not be deemed as less important for that reason. The reasons why someone decides to become a teacher is very important for the future of that person’s career. The objective of this study is to classify the different aspirations among the students participating in the study, that influenced their decision to become Physical Educations teachers and major in that field at the University of Playa Ancha in Valparaíso, Chile. The study focused on qualitative aspect of twenty students (12 males and 8 females) currently attending classes during the third semester of the academic school year. The data was gathered using a non-structured questionnaire and a focus group and later analyzed through a Grounded theory approach. Atlas.ti 75 soware was used. The results presented four classifications: a) the students’ personal background, b) influence on the community, c) improvement of social risk factors and d) personal satisfaction. It can be concluded that when students decide to major in this field, they wished to be a social stakeholder with the power of social transformation, occupying positions at educational institutions, such as community educational areas and a great emphasis to counteract healthcare problems experienced or identified though their staff. It is recommended that university faculty include the vocational aspirations of the students as part of their training.
Teaching as a vocation pertains to the hidden curriculum. When one decides to enter teaching, this considered to be a more subjective component since it does not formally influence our decision to become teachers and should not be deemed as less important for that reason. The reasons why someone decides to become a teacher is very important for the future of that person’s career. The objective of this study is to classify the different aspirations among the students participating in the study, that influenced their decision to become Physical Educations teachers and major in that field at the University of Playa Ancha in Valparaíso, Chile. The study focused on qualitative aspect of twenty students (12 males and 8 females) currently attending classes during the third semester of the academic school year. The data was gathered using a non-structured questionnaire and a focus group and later analyzed through a Grounded theory approach. Atlas.ti 75 soware was used. The results presented four classifications: a) the students’ personal background, b) influence on the community, c) improvement of social risk factors and d) personal satisfaction. It can be concluded that when students decide to major in this field, they wished to be a social stakeholder with the power of social transformation, occupying positions at educational institutions, such as community educational areas and a great emphasis to counteract healthcare problems experienced or identified though their staff. It is recommended that university faculty include the vocational aspirations of the students as part of their training.