Library > Issue 139 > Physical Education Teachers’ Competencies and Assessment in Professional Practice

Physical Education Teachers’ Competencies and Assessment in Professional Practice

Laura Cañadas, María Luisa Santos-Pastor, Francisco Javier Castejón 

Cañadas, L., Santos-Pastor, M. L., & Castejón, F. J. (2019). Physical Education Teachers’ Competencies and Assessment in Professional Practice. Apunts. Educación Física y Deportes, 33-41. https://doi. org/10.5672/apunts.2014-0983.es.(2020/1).139.05

Abstract

Pre-service Physical Education teacher training should develop key competencies that guide graduates in their professional work. The application of the formative assessment at this stage is presented as a way for them to acquire these competencies. This research assesses graduates’ perception of the development of key teaching competencies and whether there are significant differences depending on whether or not they are working as teachers. The relationship between some elements of assessment and grading and the development of competencies is also studied. Four hundred and eighty-seven graduates from seventeen Spanish universities participated. The results show that (a) there are no differences in the perception of the competencies acquired depending on whether or not graduates are working; (b) graduates who are working as teachers positively relate the assessment items to two of the three sets of competencies studied, and participative forms of grading to the competencies of development, application and assessment of teaching and learning processes in physical education; and (c) those who are working believe that using formative assessment during their pre-service training has helped them put the teaching competencies into practice in their professional work.

Key words

pedagogical knowledge, pre-service training, physical education, formative assessment, key competency
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