The End of Studies Projects in the training of Physical Education teachers, are they formative?

A study through their teaching guides

Authors

  • M. Rosario Romero-Martín Universidad de Zaragoza
  • Daniel Caballero Juliá Universidad de Salamanca
  • Nuria Ureña Ortín Universidad de Murcia
  • Encarnación Ruiz Lara Universidad Católica San Antonio de Murcia

DOI:

https://doi.org/10.12800/ccd.v18i55.1955

Abstract

The main objective of this study was to analyse the state of the teaching guides for Final Degree Projects (TFE) in Physical Education Teacher Training in terms of their formative capacity, in order to find out to what extent the assessment systems are aligned with the current competency paradigm. A documentary analysis was carried out of 99 teaching guides, 52 for Final Degree Projects and 44 for Master's Degree Projects, in a total of 63 different universities in the 2019-2020 academic year. A panel of experts determined the educational capacity index of each teaching guide, based on four variables: means, instruments, criteria and agents. A descriptive analysis was applied, as well as a MANOVA Biplot. The results showed that the teaching guides lack relevant information on the variables studied, highlighting the lack of student involvement and an evaluation focused on the product. In addition, a large number of universities obtained a low training potential. This work provides a model to analyze evaluation systems, which allows us to know their alignment with the educational model in order to evaluate the quality of the KETs programmes, both on the part of the teaching staff and the institutions.

Author Biographies

M. Rosario Romero-Martín, Universidad de Zaragoza

University Professor, Bachelor of Physical Education from the National Institute of Physical Education of Barcelona, attached to the University of Barcelona, PhD in Physical Activity and Sports Sciences from the University of Zaragoza.

Daniel Caballero Juliá, Universidad de Salamanca

Daniel Caballero Juliá has a PhD in “Sciences Humaines et humanités; spécialité Sciences et Techniques de l’Activité Physique et du Sport” (Human Sciences and humanities; speciality of Sciences and Techniques of Physical and Sports Activities) at the University of Toulouse III Paul Sabatier (UPS) in France and he has a sociology degree from the University of Salamanca. He has a master’s degree in Advanced Multivariate Data Analysis from the University of Salamanca and conducts research related to socialization and the statistical analysis of textual data. He works as a Lecturer at the Teachers Training College of Zamora of the University of Salamanca.

Nuria Ureña Ortín, Universidad de Murcia

Graduated in Physical Education from the Faculty of Physical Activity and Sport Sciences of the University of Granada; Diploma in Teaching, specializing in Physical Education from the Faculty of Education at the University of Murcia, Doctor in Physical Activity and Sports Sciences from the San Antonio Catholic University of Murcia (UCAM)

Encarnación Ruiz Lara, Universidad Católica San Antonio de Murcia

Professor at the San Antonio Catholic University of Murcia (UCAM), Bachelor of Physical Education from the National Institute of Physical Education of Castilla León, PhD in Physical Activity and Sports Science from the University of León.

Published

2023-03-01

How to Cite

Romero-Martín, M. R., Caballero Juliá, D., Ureña Ortín, N. ., & Ruiz Lara, E. . (2023). The End of Studies Projects in the training of Physical Education teachers, are they formative? A study through their teaching guides. Cultura, Ciencia Y Deporte, 18(55). https://doi.org/10.12800/ccd.v18i55.1955