The development and implementation of key competencies in secondary school Physical Education in the city of Burgos
The aim of this study was to analyze the development of key competences required by Secondary Physical Education Teachers, their implementation and monitoring by the perception management teams. The sample consisted of 30 high schools (30 members of management teams and 30 heads of department of Phy...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/6038 |
| Acceso en línea: | http://hdl.handle.net/10952/6038 https://doi.org/10.12800/ccd.v10i28.512 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational programming Significative learning Formative assessment Aprendizaje significativo Evaluación formativa Competencias básicas Evaluación del proceso Programación didáctica Key competences Process evaluation |
| Sumario: | The aim of this study was to analyze the development of key competences required by Secondary Physical Education Teachers, their implementation and monitoring by the perception management teams. The sample consisted of 30 high schools (30 members of management teams and 30 heads of department of Physical Education), of which 58.5% were male and 41.5% female, with a mean age of 44.17 (SD = 6.23). In the working methods have been used quantitative and qualitative methods. Two questionnaires validated by an expert group were provided. In addition, a single case study was performed in a center during a school year, also interviewing teachers and participating in discussion groups with students. Most management teams considered necessary to establish a draft contribution to Key Competences, but showed some reluctance based on: a) the lack of proposals, b) the lack of awareness among teachers, c) the belief of the excessive time required, d) the lack of consistent and specific information from the education authority. The PE teachers positively evaluated the work of basic skills, significantly relating curricular learning and consistency obtained along the course |
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