Evolución de la importancia y trabajo de competencias genéricas en la mención de Educación Física en la Universidad de Gerona = Evolution of the importance and work of generic competences in the mention of Physical Education at the University of Girona
This cross-sectional research aims to determine the student’s perception of the importance and degree to which the generic competencies (instrumental, interpersonal and systemic) of the mention of Physical Education have been worked on in the Master's Degrees at the University of Girona through...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/28066 |
| Acceso en línea: | http://hdl.handle.net/10256/28066 |
| Access Level: | acceso abierto |
| Palabra clave: | Grau en Mestre/a d'Educació Infantil Bachelor's Degree in Preschool Education Grau en Mestre/a d'Educació Primària Bachelor's Degree in Primary Education Mestres -- Formació Teachers -- Training of Competències professionals -- Ensenyament Competency based education Educació física Physical education and training |
| Sumario: | This cross-sectional research aims to determine the student’s perception of the importance and degree to which the generic competencies (instrumental, interpersonal and systemic) of the mention of Physical Education have been worked on in the Master's Degrees at the University of Girona throughout the different courses. Based on the Tuning Project, an adhoc questionnaire was prepared and answered by 159 students. The results show that the evaluation of the degree to which they are worked on is around 2 points below the importance given (on a scale of 0 to 10). It is observed that the degree of importance increases from 1st to 2nd year. Instead, from 2nd year (in interpersonal competencies) and 3rd year (in instrumental and systemic competencies) there is a slight decline, reaching its minimum in 5th year. In another way, the degree in which the generic competencies are worked gets its maximum score in 5th year, which is when the students do more practice hours. As a conclusion, it is extracted that more emphasis should be placed on the initial training of teachers in the development of generic skills in order to attend to the current school that needs new learning and educational paradigms from globality and transversality |
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