La influencia de los espacios para el desarrollo del proceso de enseñanza/aprendizaje en educación física: una perspectiva autoetnográfica (The influence of spaces for the development of the teaching/learning process in physical education: an autoethnogr
DOI:
https://doi.org/10.47197/retos.v0i34.63672Keywords:
Autoetnografía, diario de clases, investigación cualitativa, identidad profesional (Autoethnography, teaching diary, qualitative research, professional identity)Abstract
Uno de los elementos que más condicionan la práctica pedagógica, dentro de la Educación Física, tiene que ver con los espacios en que se desarrolla la tarea docente. En este artículo se expone el proceso reflexivo de un educador novel en el que se van revisando sus principios, propósitos y consecuencias de sus acciones en relación con la creación de espacios de enseñanza/aprendizaje seguros y educativos para todo el alumnado. El artículo adopta una metodología cualitativa, en forma de autoetnografía, para conocer la influencia que ejercen los espacios en los que se desarrolla la Educación Física en la concepción y afrontamiento de la materia. Los resultados reflejan cómo una de las mayores preocupaciones del docente tiene que ver con adaptar los espacios y los contextos en que se desarrollan las lecciones para reducir las contingencias
Abstract. One of the elements that most influence the pedagogical practice, within the Physical Education, has to do with the spaces in which the teaching task is developed. This article exposes the reflexive process of a novel educator in which he reviews his principles, purposes and consequences of their actions in relation to the creation of safe teaching and learning spaces for all students. The article adopts a qualitative methodology, in the form of autoethnography, to know the influence exerted by the spaces in which Physical Education develops in the conception and confrontation of the subject. The results reflect how one of the main concerns of the teacher has to do with adapting the spaces and contexts in which the lessons are developed to reduce contingencies.
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