Competences and the role of physical education teachers in new learning contexts

Maquera Maquera Y.A.; Paredes S.B.; Condori E.O.; Maquera Y.M. · Retos (2025) · DOI: 10.47197/retos.v66.112200

Resumen

Introduction. The emergence of new training scenarios, the advance of digital technologies and the demands of 21st century society require Physical Education (PE) teachers to develop new pedagogical skills and roles in order to effectively manage the teaching-learning processes. Objective. To understand the subjective constructions made by Physical Education teachers with specialized training in sport sciences about the nature of the PE curriculum area, the teaching role and the competences required to face pedagogical practice in new educational contexts. Methodology. This is a qualitative study, which used in-depth interviews and discussion groups with 14 highly educated PE teachers from 04 different geographical areas of Peru. Results. By means of content analysis, inferential process of abduction and consensus validity, it is evident that the management of teaching practice in PE needs to incorporate and adopt new perspectives, competencies, roles and capacities to interact in accordance with the demands of today's society. Discussion and conclusions. There is a need for teachers with greater disciplinary training who are constantly learning, organized in communities, interaction-learning networks, reflecting with autonomy, creating and experiencing the teaching function in different ways, integrating face-to-face and virtual training strategies, contexts, timetables, modalities according to rhythms, learning interests and being able to achieve practices, favorable attitudes towards PE not only focused on physical, sporting and psychomotor activities but also on cognitive and affective training, as well as contributing to an active, healthy and wholesome quality of life.

Instituciones: Universidad Nacional del Altiplano