About this paper

Appears in:
Pages: 2227-2233
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

IMPLICIT THEORIES OF PHYSICAL EDUCATION STUDENTS TEACHING IN PHYSICAL EDUCATION UNIVERSITY OF MAGALLANES

S. Etcheverry

Universidad de Magallanes (CHILE)
This research sought to know the thinking of future physical education teachers at the University of Magallanes, implicit theories of physical education that guide their work as students and as future teachers of this subject. These theories, also called naive theories or common sense, are personally constructed within groups through cultural experiences, mainly being studied disciplines such as social psychology and in education, allow us to understand the psychological environment surrounding the teacher. This research is quantitative, with a non-experimental design, cross-group difference. The hypothesis is that theories that students have presented differently depending on the year, which is offered, and is based on implicit theories publications Rodrigo Rodriguez and Marrero (1993), Pozo (2006), among others. In the field of physical education are the main reference research by Delgado and Zurita (2002 and 2003), who defined the Theories Health, Performance, Recreation, Expression and Educational for this area. Questionnaire TIEPF applies to a total of 128 students divided into five workshops. The results provide insight as distributed during training theories in this group of students.
Upon examining the results of this research on implicit theories held by students of the teaching career in physical education from the University of Magallanes, corroborated the hypothesis that stated that "Implicit theories of Physical Education presented in different ways, depending on the level that is filed. What was evident in the way students joined different theories for the different years of the training process, some remain and others are modified over time. The different positive and significant correlations are the ones which vary over time; however, some of these changes seem to take root in recent years training.
Among the results of this research, it draws attention the great importance attached by student teachers in physical education from the University of Magallanes to health. This is shown by the high adherence to this theory, which is maintained through the years of training of students. It is possible to see the same phenomenon in relation to educational theory.
When comparing the different groups, one can see that in all workshops there is a high adherence to all implicit theories of physical education, but are the associations between different theories which are varied over the years in the training of these professionals. In freshmen are given less significant and positive associations in the following years.
Implicit theories that people have can be influenced. This was shown by the significant increase in adherence to the theory implicit in Expressive third graders after being exposed to different experiences with this theory that co-senior years, due to the change of teachers.
We can say that the implicit theories of physical education tend to vary during the training process, indicating that through this educational process may influence the beliefs held by individuals. It is also possible to see that these changes are not permanent in time, raising the question: How you can change the theories that people have? What is the path to follow to permanently influence in these theories?
@InProceedings{ETCHEVERRY2013IMP,
author = {Etcheverry, S.},
title = {IMPLICIT THEORIES OF PHYSICAL EDUCATION STUDENTS TEACHING IN PHYSICAL EDUCATION UNIVERSITY OF MAGALLANES},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {2227-2233}}
TY - CONF
AU - S. Etcheverry
TI - IMPLICIT THEORIES OF PHYSICAL EDUCATION STUDENTS TEACHING IN PHYSICAL EDUCATION UNIVERSITY OF MAGALLANES
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 2227
EP - 2233
ER -
S. Etcheverry (2013) IMPLICIT THEORIES OF PHYSICAL EDUCATION STUDENTS TEACHING IN PHYSICAL EDUCATION UNIVERSITY OF MAGALLANES, EDULEARN13 Proceedings, pp. 2227-2233.
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