Cambios en las percepciones estudiantiles tras un programa de formación docente basado en el conocimiento pedagógico del contenido en las Ciencias del Deporte
DOI:
https://doi.org/10.22458/caes.v17i1.6362Palabras clave:
formación de profesores, conocimiento, enseñanza superior, estudiante universitario, educación deportivaResumen
El presente estudio examina los efectos de un programa de formación docente basado en el conocimiento pedagógico del contenido, sobre las percepciones estudiantiles en las ciencias del deporte. Se aplica un diseño cuasiexperimental ‘pre’ vs ‘post’ con la participación de 423 estudiantes universitarios, evaluados mediante un cuestionario Likert de 28 ítems y la capacitación de 14 docentes universitarios. La intervención se desarrolla durante ocho semanas, mediante sesiones presenciales. Los resultados evidencian la persistencia de enfoques de enseñanza tradicionales en un 50%, y un uso limitado del enfoque de enseñanza de cambio conceptual en un 14%. Se evidencian cambios menores ‘pre’ vs ‘post’ intervención en algunas dimensiones de las percepciones, lo que sugiere que intervenciones formativas de corta duración pueden ser insuficientes para modificar enfoques de enseñanza.
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