Meanings assigned to teaching styles used by prospective Physical Education teachers
DOI:
https://doi.org/10.47197/retos.v73.117292Keywords:
Physical Education, Pre-service teacher education, Teaching methods, Teaching practice, Teaching stylesAbstract
Introduction: The study analyzed the meanings assigned by preservice Physical Education teachers to the teaching styles applied during their pedagogical practice. The research was framed within the tension between training discourses and school demands that conditioned the students’ methodological decisions.
Objective: To understand how future teachers interpreted and projected teaching styles based on their emerging pedagogical identity and the school contexts in which they carried out their practicum.
Methodology: The study was based on an intrinsic case study with a comprehensive-interpretative approach. A focus group technique was used with twenty students undergoing pedagogical practice at a Chilean university.
Results: The findings revealed a partial but reflective appropriation of the spectrum of teaching styles, in tension with institutional conditions, school cultures, and personal convictions. A reproduction of dominant styles was observed, along with the development of didactic decisions grounded in ethical, identity-based, and contextually situated values.
Discussion: These findings were contrasted with previous studies that highlight the persistence of reproductive models in initial teacher training, while also acknowledging the emergence of more dialogical pedagogical practices committed to school realities.
Conclusions: Teaching styles constitute situated ethical-pedagogical stances, and their instruction requires reflective instances that allow them to be understood as frameworks for conscious and contextually grounded pedagogical action.
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