Importancia atribuida a las experiencias personales, profesionales y de formación para el desarrollo como profesor de educación física
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Abstract
El estudio del desarrollo profesional del profesorado ha
ganado mucha importancia en las últimas décadas, constituyéndose
como objeto de investigación de mucho significado en el área de la
educación. En esta investigación el objetivo principal fue identificar
importancia que los docentes atribuyen a las diferentes experiencias
personales, profesionales y de formación hacia su desarrollo como
profesor de educación física (EF). La presente investigación ha sido
realizada en dos regiones de España y Portugal, provincia de Huelva y
distrito de Beja, respectivamente, habiendo participado un total de 193
profesores de EF (122 de Beja y 71 de Huelva). Se utilizó un cuestionario
basado en el proyecto TALIS (OCDE, 2010a). Los resultados obtenidos
permiten destacar que el profesorado de EF, de las dos regiones de
España y Portugal, identifican el desarrollo profesional del profesor como
un proceso continuo para el cual concurren una multitud de
experiencias y factores, atribuyendo gran importancia e impacto, para
su desarrollo y desempeño docente, a la experiencia profesional y a la
formación permanente
The study of the professional development of the teaching staff has gained much importance in the last decades, constituting itself as an object of research of great significance in the area of education. In this research the main objective was to identify the importance that teachers attribute to different personal, professional and training experiences towards their development as a physical education (PE) teacher. The present investigation has been carried out in two regions of Spain and Portugal, province of Huelva and district of Beja, respectively, having participated a total of 193 PE teachers (122 from Beja and 71 from Huelva). A questionnaire based on the TALIS project (OECD, 2010a) was used. The results obtained allow us to highlight that PE teachers, from the two regions of Spain and Portugal, identify the teacher's professional development as a continuous process for which a multitude of experiences and factors concur, attributing great importance and impact to their development and teaching performance, professional experience and permanent training
The study of the professional development of the teaching staff has gained much importance in the last decades, constituting itself as an object of research of great significance in the area of education. In this research the main objective was to identify the importance that teachers attribute to different personal, professional and training experiences towards their development as a physical education (PE) teacher. The present investigation has been carried out in two regions of Spain and Portugal, province of Huelva and district of Beja, respectively, having participated a total of 193 PE teachers (122 from Beja and 71 from Huelva). A questionnaire based on the TALIS project (OECD, 2010a) was used. The results obtained allow us to highlight that PE teachers, from the two regions of Spain and Portugal, identify the teacher's professional development as a continuous process for which a multitude of experiences and factors concur, attributing great importance and impact to their development and teaching performance, professional experience and permanent training
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