La formacion academica del profesor de Educacion Fisica en la Republica Argentinael conocimiento didactico del contenido en la formacion inicial

Abstract

The present thesis focuses on the processes by which physical education teachers at the stage of their initial professional training aquere the specific knowledge of the discipline they study, trying to describe these processes within the framework of two dimensions: The institutional dimension in which they occur, and the type of didactic interactions that the actors maintain when interacting in teaching and learning activities. In that order, the main problem of this study is to understand the current state of the processes of construction of didactic knowledge in teacher education in Physical Education in the Argentine Republic, both from a structural point of view and in its dynamics. In order to achieve the objectives of the research, the thesis analyzes the state of these processes in a teacher training institution, which it takes as a "case", in order to contribute to the understanding of teacher training processes And the relationship of these processes to professional practices. The study uses a non-experimental design of descriptive and correlational scopes that uses quantitative data collection techniques, such as self-administered and qualitative surveys, which emphasize ethnographic complementarity, such as ethnographic observation, semi-structured interview, focus sessions Group, and content analysis, using theoretical saturation criteria for the organization of the data, and the SPSS and NVIVO packages, for the analysis.