Perceptions of Professional Competences in Physical Education Teacher Education (PETE)

Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this...

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Bibliographic Details
Published inSustainability Vol. 12; no. 9; p. 3812
Main Authors Asún, Sonia, Chivite, Miguel Tomás, Romero, Mᵃ Rosario
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.05.2020
Subjects
Comparative studies
Design
Education
Graduates
Higher education
Higher education institutions
Motivation
Perceptions
Physical activity
Physical education teachers
Professionals
Statistical analysis
Students
Studies
Sustainability
Teacher education
Teaching
Tutoring
Variance analysis
Spain
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Summary:Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.
ISSN:2071-1050
2071-1050
DOI:10.3390/su12093812