Entender y enseñar la educación física en la formación inicial del profesoradoestudio de caso en España y Costa Rica

Abstract

The study compares how Physical Education (PE) is addressed during initial teacher training (ITT) in Spain and Costa Rica. Participants included 81 students from both countries – 43 and 37 respectively – and two of their teachers. A qualitative approach was used, including analysis of teaching guides, discussion groups, and interviews. Three categories were analyzed; A) PE views, b) contribution to the social-educational demands of PE; and c) links with the professional context in the field of physical activity. The results show that the discipline is oriented towards school PE in Spain, while content related to the physical area is addressed in Costa Rica. Spanish students greatly appreciate developing teaching aspects while in Costa Rica they consider these as unrelated. The study concludes that social and cultural models in both countries directly affect how PE is taught during ITT