Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de Educación Física
Autores/as
Martín Francisco González-Villalobos
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
martinv@cucs.udg.mx http://orcid.org/0000-0002-9924-2039Juan Ricardo López-Taylor
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
taylor@cucs.udg.mx https://orcid.org/0000-0002-1775-7937Ana Isabel Díaz-Villanueva
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
anai_37@hotmail.com https://orcid.org/0000-0002-1495-8944Edtna Elvira Jáuregui-Ulloa
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
martinv@cucs.udg.mx https://orcid.org/0000-0002-8136-3844Detalles
Publicado
Resumen
En la última década se ha incrementado la investigación sobre los formadores de profesores (FP) de Educación Física (EF). En México, sin embargo, esta producción es escasa y muchas preguntas relevantes siguen sin respuesta. Es necesario desarrollar una comprensión más completa de este grupo profesional, ya que es parte integral para la profesión de la EF. El presente estudio se desarrolló usando la teoría de la socialización ocupacional. El objetivo fue describir e interpretar las percepciones sobre el concepto de buen FP de EF que poseen profesores universitarios (quienes son también formadores de profesores) de universidades públicas en México. Participaron 202 FP, a quienes se les pidió específicamente responder la siguiente cuestión: describa lo que es para usted un buen profesor de Educación Superior, formador de profesores. Para el tratamiento de la información, en primera instancia se utilizó el análisis de contenido; posteriormente, se usó la estadística descriptiva, concretamente, las frecuencias y los porcentajes. Los resultados revelan que, para los FP, un buen formador se caracteriza principalmente por sus rasgos de personalidad, seguido de las competencias científicas y pedagógicas.seguido de las competencias científicas y pedagógicas.
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