Supervision of practicum in initial Physical Education teacher education: findings, tensions, and improvement proposals. A systematic review
DOI:
https://doi.org/10.47197/retos.v70.115797Keywords:
Professional learning, Teacher development, physical education, Initial teacher education, supervision of practiceAbstract
Introduction: The teaching practicum has become a central component in initial teacher education in physical education, as it allows for the integration of pedagogical, disciplinary, and reflective competencies. However, there remains a theoretical and methodological fragmentation regarding the role of the practicum supervisor, particularly in physical education, which limits the construction of coherent models of guidance and feedback.
Objective: To analyze the empirical findings, conceptual tensions, and proposed improvements identified in the supervision of teaching practicum within the initial training of physical education teachers.
Methodology: The search followed the PRISMA 2020 guidelines in the databases WoS, Scopus, SPORTDiscus, and ERIC, including empirical studies published from inception until March 31, 2025. Inclusion criteria were based on the SPIDER approach, and 24 studies were selected after a rigorous screening and methodological evaluation using the QATSDD tool.
The findings were organized into five dimensions: a) practicum supervisor; b) professional identity; c) feedback and supervision; d) remote supervision and technologies; and e) professional development. The evidence shows that the supervisor's role significantly influences the student's professional development, acting as a mediator between theory and practice, a promoter of critical reflection, and a facilitator of the pedagogical use of technology.
Conclusions: It is concluded that improving institutional supervision mechanisms requires progress toward collaborative, ethical, and technologically updated models capable of addressing the contemporary challenges of teacher education in physical education.
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