El papel del profesor-asesor en el prácticum de la Licenciatura en Educación Física, Recreación y Deporte

This article is based on the results of the research projects “Orientações pedagógicas no estágio supervisionado de educação física na Colômbia, Brasil, Argentina e Chile” and “Senses of the body modes and teaching knowledge of the practicum in Physical Education, Recreation and Sports of the Univer...

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Autores:
Ayala-Zuluaga, Carlos Federico
Orozco-Sánchez, Cristian Camilo
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/41881
Acceso en línea:
https://revistas.usantotomas.edu.co/index.php/riiep/article/view/5776
http://hdl.handle.net/11634/41881
Palabra clave:
didactics
bachelor’s degree
practicum
higher education
school
didáctica
licenciatura
prácticum
educación superior
escuela
Rights
License
http://purl.org/coar/access_right/c_abf2
Description
Summary:This article is based on the results of the research projects “Orientações pedagógicas no estágio supervisionado de educação física na Colômbia, Brasil, Argentina e Chile” and “Senses of the body modes and teaching knowledge of the practicum in Physical Education, Recreation and Sports of the Universidad de Caldas”, motivated by the interest in understanding the role and characteristics of the teacher-advisor in the training of the practitioner-teacher, in the context of the practicum of the Bachelor’s Degree in Physical Education, Recreation and Sport. It is a research design supported by the qualitative approach, of historical-descriptive-hermeneutic nature, with multiple case study, in-depth interview techniques and documentary analysis. In this context, the results presented focus on the role of teacher-advisor from the reflection, action, orientation, advice and relationship with those involved in the practicum, to contribute to the knowledge of teaching practices, the role of teacher-advisor and the view of the practitioners-teachers on this, and how teaching knowledge come together facilitating didactic actions and strengthening the teaching identity.