Instagram as a pedagogical resource for the development of corporeality in initial Physical Education teacher education
DOI:
https://doi.org/10.47197/retos.v80.119330Keywords:
Body expression, teaching innovation, digital identity, social media, teacher educationAbstract
Introduction: The incorporation of social networks into higher education has generated new methodological possibilities, although their application to work on embodiment and identity remains limited in teacher training.
Objective: To analyze the pedagogical value of a didactic proposal focused on embodiment in initial teacher training through the use of Instagram.
Methodology: A case study with a descriptive-interpretive qualitative approach was conducted. A total of 142 Instagram profiles created by university students as part of the “My Favorite Person” activity were analyzed. Basic participation indicators (posts, followers, and followed accounts) were combined with thematic analysis of the digital productions.
Results: The experience generated high levels of engagement and sustained participation. Four main dimensions emerged: body awareness, emotional expression, identity construction, social interaction, and digital literacy. The most active profiles displayed complex narratives, creativity, and meaningful use of the digital environment.
Conclusions: Instagram functioned as a pedagogical space for symbolic production, a learning community, and a virtual extension of content related to Body Expression. Instagram can be a valuable pedagogical resource in the initial training of Physical Education teachers when incorporated through sound didactic designs, fostering new forms of expressive, relational, and reflective learning.
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