Educación, Formación e Investigación (Apr 2015)
Significances under construction about teaching practice in the physical education teaching program
Abstract
The concern about the teaching practice in the training of physical education teachers has been constant in our professional practices for a long time. Over the last years, we have had the opportunity to develop an investigational experience in the context of the calls made by the General Directorate of Higher Education of the Ministry of Education of the Province of Córdoba, in two stages, during 2011 and 2013. In the first stage, we inquired into the diagnosis and teaching proposal made by third- and fourth-year students in the chairs of “Teaching Practice III and IV” in a Physical Education Teaching Program. The investigation was exploratory and qualitative in nature and it was mainly focused on the analysis of documents, records, observations and interviews. The main issues addressed referred to continuations, discontinuations, ruptures and alterations that occur between the approximation to diagnosis and the intervention proposal performed at primary and high school levels. In the second stage, the focus was placed on discussion topics acknowledged with special concern in the interviews performed, where we found argumentative plots, meanings and significances related to practices. The perspective adopted arises from considering significances not as a product of a “mental” order or a subject’s “inner self”, but from the fact that they are developed in “situations”, in subjective actions, that lead to specific conditions of meanings. The investigation performed sought to provide significances constructed in the context of the contribution of the teaching practice to the training process of a physical education teacher which condition methodological decisions.
