¿Evaluamos realmente el aprendizaje en educación física?percepción de los profesores en diferentes etapas educativas

  1. Hortigüela-Alcalá, David
  2. González-Víllora, Sixto
  3. Hernando-Garijo, Alejandra
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2021

Número: 42

Páginas: 643-654

Tipo: Artículo

DOI: 10.47197/RETOS.V42I0.88686 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Objetivos de desarrollo sostenible

Resumen

Resumen. Antecedentes: La evaluación está relacionada con la forma en que los profesores abordan y entienden la educación física. Objetivo: Evaluar las percepciones de los profesores sobre la evaluación en diferentes etapas educativas. Método: Participaron siete profesores de educación física con experiencia en cada etapa educativa (Primaria, Secundaria y Universidad), y ocho estudiantes de Magisterio de Educación Física. Se siguió un diseño de investigación cualitativo. Resultados: Los profesores de Educación Primaria abogaban por una evaluación basada en el juego y la diversión, no considerando necesaria la participación de los alumnos en la misma. Los profesores de educación secundaria confundían la evaluación con la calificación, centrándose en las pruebas de aptitud física y deportiva y abogando por una aplicación exclusiva de la evaluación por parte del docente. Los profesores universitarios relacionaron la evaluación con el aprendizaje y destacaron la necesidad de ser transparentes en relación a su aplicación. Por último, los futuros profesores de educación física alentaron un cambio, considerando que la evaluación es un elemento complejo de la enseñanza y que el contexto en el que se aplique es determinante. Conclusión: La evaluación en la Educación Física se ve de forma diferente según la etapa, no existiendo elementos comunes en su puesta en práctica

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