La evaluación en educación física: representaciones sociales de profesores de establecimientos educacionales de Viña del Mar, Chile

  1. Macarena Hurtado-Guerrero 1
  2. Juan Pablo Zavala-Crichton 2
  3. Pablo del Val Martín 2
  4. Eduardo Báez-San Martín 3
  5. Rodrigo Yáñez-Sepúlveda 2
  6. Claudio Hinojosa-Torres 2
  1. 1 Colegio SSCC Padres Franceses Viña del Mar, Chile
  2. 2 Universidad Andrés Bello
    info

    Universidad Andrés Bello

    Santiago de Chile, Chile

    ROR https://ror.org/01qq57711

  3. 3 Universidad Viña del Mar
    info

    Universidad Viña del Mar

    Viña del Mar, Chile

    ROR https://ror.org/00txsqk22

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Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2024

Issue: 59

Pages: 934-943

Type: Article

DOI: 10.47197/RETOS.V59.107651 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Educational quality in Chile demands integrated efforts that include implementing effective policies to ensure inclusive and quality education. A curriculum that promotes the development of competencies and aligns subjects to contribute to the holistic development of students is essential. From this perspective, physical education must be supported by highly trained teachers, adequate resources, and the promotion of inclusion, in addition to encouraging healthy lifestyles. Evaluation is presented as a fundamental tool to ensure the achievement of these objectives. This research aimed to understand the social representations held by physical education teachers to identify the meanings they attribute to their teaching practice in the school context. The sample consisted of ten teachers working as physical education instructors in schools in Viña del Mar, Chile. Two semi-structured interviews based on the SR model were implemented to reveal the central and peripheral concepts associated with evaluation. Through conceptual analysis, the concepts learning, process and objectives were identified as central or core concepts. At the same time, improvement, planning, progress, and participants emerged as peripheral, pointing to an evaluation focused on learning processes, addressing both educational objectives and the emotional and situational needs of students. It is concluded that understanding the social representations of evaluation allows for developing optimal educational practices within the school system.

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