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
[email protected] http://orcid.org/0000-0002-9924-2039Juan Ricardo López-Taylor
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
[email protected] https://orcid.org/0000-0002-1775-7937Ana Isabel Díaz-Villanueva
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
[email protected] https://orcid.org/0000-0002-1495-8944Edtna Elvira Jáuregui-Ulloa
Centro Universitario de Ciencias de la Salud, Universidad de Guadalajara
[email protected] 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.
Palabras clave
Cómo citar
Descargas
Métricas
Citas
Arredondo, M. (2007). Formadores de formadores. Revista Mexicana de Investigación Educativa, 12(33), 473-486. https://bit.ly/2LpaqYC
Australian Institute for Training and School Leadership (2018). National Professional Standards for Teachers. Retrieved Nov 25, 2019.
Bardin, L. (2002). Análisis de Contenido. Akal.
Buchberger, F., Campos, B., Kallos, D., & Stephenson, J. (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. TNTEE Editorial Office. https://bit.ly/2Ro2ISi
Burden, J., Harrison, L., & Hodge, S. (2005). Perceptions of African American faculty in kinesiology-based programs at predominantly White American institutions of higher education. Research Quarterly for Exercise and Sport, 76(2), 224-237. https://doi.org/10.1080/02701367.2005.10599283
Carvalho, M. (2003). Perceções de formadores de professores em educação física no ensino superior universitário. (Tesis de maestría). Universidade Técnica de Lisboa, Lisboa.
Casey, A., & Fletcher, T. (2012). Trading places: from physical education teachers to teacher educators. Journal of Teaching in Physical Education, 31(4), 362-380. https://doi.org/10.1123/jtpe.31.4.362
Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7. https://doi.org/10.1016/0307-4412(89)90094-0
Cunha, A. (2010). Representação do “bom” Professor: O “bom” Professor em Geral e o “bom” Pofessor de Educação Física em Particular. Educação em Revista, 11(2), 41-52. https://bit.ly/2s1p1mk
Dowling, F. (2006). Physical education teacher educators’ professional identities, continuing professional development and the issue of gender equality. Physical Education and Sport Pedagogy, 11(3), 247-263. https://doi.org/10.1080/17408980600986306
Fletcher, T., & Casey, A. (2014). The challenges of models-based practice in physical education teacher education: A collaborative self-study. Journal of Teaching in Physical Education, 33(3), 403-421. https://doi.org/10.1123/jtpe.2013-0109
Goe, L., & Stickler, L. (2008). Teacher Quality and Student Achievement: Making the Most of Recent Research. TQ Research & Policy Brief. National comprehensive center for teacher quality. https://bit.ly/2rRCCMN
González, M. (2016). Percepciones de los Formadores y de los Estudiantes de Educación Física de las universidades Públicas de México. (Tesis doctoral). Universidade de Lisboa, Lisboa. https://bit.ly/2PdaueZ
Goodwin, A., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development,17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
Graber, K. (1993). The emergence of faculty consensus concerning teacher education: The socialization process of creating and sustaining faculty agreement. Journal of Teaching in Physical Education, 12(4), 424-436. https://doi.org/10.1123/jtpe.12.4.424
Graber, K., & Schempp, P. (2000). The influence of a generalist-taught methods course. Physical Educator, 57(4), 178. https://bit.ly/2Yo9bOz
Graber, K., Erwin, H., Mays, A., Rhoades, J., & Zhu, W. (2011). A national profile of teacher education faculty: The construction of an online survey. Measurement in Physical Education and Exercise Science, 15(4), 245-256. https://doi.org/10.1080/1091367x.2011.594353
Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers-Studies into the expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher Education, 21(2), 107-115.
https://doi.org/10.1016/j.tate.2004.12.007
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176. https://doi.org/10.1016/j.tate.2004.12.004
Lawson, H. (1987). Occupational socialization, cultural studies, and the physical education curriculum. Journal of Teaching in Physical Education, 7(4), 265-288. https://doi.org/10.1123/jtpe.7.4.265
Lee, H., & Curtner-Smith, M. (2011). Impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students. Journal of Teaching in Physical Education, 30(3), 296-313. https://doi.org/10.1123/jtpe.30.3.296
Lunenberg, M., & Willemse, M. (2006). Research and professional development of teacher educators. European Journal of Teacher Education,, 29(1), 81-98. https://doi.org/10.1080/02619760500478621
Maaranen, K., Kynäslahti, H., Byman, R., Jyrhämä, R., & Sintonen, S. (2019). Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values. European Journal of Teacher Education, 42(2), 211-227.
https://doi.org/10.1080/02619768.2019.1566317
MacPhail, A. (2014). Becoming a teacher educator: Legitimate participation and the reflexivity of being situated. In A. Ovens, T. Fletcher (Eds.). Self-study in Physical Education Teacher Education (pp.47-62). Springer. https://doi.org/10.1007/978-3-319-05663-0_4
McCullick, B. (2001). Practitioners’ perspectives on values, knowledge, and skills needed by PETE participants. Journal of Teaching in Physical Education, 21(1), 35-56. https://doi.org/10.1123/jtpe.21.1.35
McEvoy, E., Heikinaro-Johansson, P., & MacPhail, A. (2017). Physical education teacher educators’ views regarding the purpose(s) of school physical education. Sport Education and Society, 22(7), 812-824. https://doi.org/10.1080/13573322.2015.1075971
McEvoy, E., MacPhail, A., & Heikinaro-Johansson, P. (2015). Physical education teacher educators: A 25-year scoping review of literature. Teaching and Teacher Education, 51, 162-181. https://doi.org/10.1016/j.tate.2015.07.005
Mitchell, M. (2006). The Physical Education Teacher Education Faculty Shortage. Journal of Physical Education, Recreation & Dance, 77(3), 3-56. https://doi.org/10.1080/07303084.2006.10597835
Moore, A. (2004). The good teacher: Dominant discourses in teacher education. Routledge. https://doi.org/10.4324/9780203420270
Richards, K., Templin, T., & Graber, K. (2014). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3(2), 113-134. https://doi.org/10.1123/kr.2013-0006
Ruiz, G. (2015). La formación del profesorado de Educación Física en México: necesidad de un cuerpo troncal (Tesis doctoral). Universidad de Extremadura, Extremadura. https://bit.ly/2RmQxFs
Sá, C. (2007). Socialização profissional em educação física percepções de formadores e estudantes do ensino superior politécnico. (Tesis doctoral). Universidade Técnica de Lisboa, Lisboa. https://bit.ly/2Ls9ant
Soares, S., & Cunha, M. (2010). Formação do professor: a docência universitária em busca de legitimidade. EDUFBA. https://doi.org/10.7476/9788523211981
Swennen, A., & van der Klink, M. (2009). Becoming a teacher educator: Voices of beginning teacher educators. In A. Swennen, L. Shagir, & M. Cooper (Eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp.91-102). Springer. https://doi.org/10.1007/978-1-4020-8874-2_7
Van Der Mars, H. (2011). Reflecting on the state of US doctoral PETE programs… “Houston, we’ve had a problem” Journal of Teaching in Physical Education, 30(2), 189-208. https://doi.org/10.1123/jtpe.30.2.189
Zabalza, M. (2009). Ser profesor Universitario hoy. La Cuestión Universitaria, (5), 68-80. https://bit.ly/36gttwn