UNDERSTANDING AND TEACHING PHYSICAL EDUCATION IN TEACHER’S INITIAL TRAINING: A CASE STUDY IN SPAIN AND COSTA RICA
DOI:
https://doi.org/10.22456/1982-8918.59897Keywords:
Physical education. Professional competence. Teaching. Qualitative research.Abstract
The study compares how Physical Education (PE) is addressed during initial teacher training (ITT) inSpainandCosta Rica. Participants included 81 students from both countries – 43 and 37 respectively – and two of their teachers. A qualitative approach was used, including analysis of teaching guides, discussion groups, and interviews. Three categories were analyzed; A) PE views, b) contribution to the social-educational demands of PE; and c) links with the professional context in the field of physical activity. The results show that the discipline is oriented towards school PE inSpain, while content related to the physical area is addressed inCosta Rica. Spanish students greatly appreciate developing teaching aspects while inCosta Ricathey consider these as unrelated. The study concludes that social and cultural models in both countries directly affect how PE is taught during ITT.
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