From an instrumental pedagogical practice to a reflective practice in physical education: challenges and possibilities manifested in previous research
From an instrumental pedagogical practice to a reflective practice in Physical Education: challenges and possibilities manifested in previous research.
DOI:
https://doi.org/10.47197/retos.v43i0.88330Keywords:
Education, teacher training, reflection, action.Abstract
The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.
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Copyright (c) 2021 Willinton Javier Watts Fernández, Marlene Zwierewicz, Janery Tafur
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