Las oposiciones docentes de Educación Física como traba para el profesorado interino de larga duración

  1. Gustavo González-Calvo
  2. David Hortigüela-Alcalá
  3. Daniel Bores-García
Revista:
Apunts: Educación física y deportes

ISSN: 2014-0983

Año de publicación: 2023

Número: 151

Páginas: 27-35

Tipo: Artículo

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Otras publicaciones en: Apunts: Educación física y deportes

Resumen

La docencia es una profesión en la que las experiencias profesionales del pasado son especialmente relevantes, ya que se basan en la resolución de situaciones pedagógicas y sociales concretas. El objetivo principal del estudio es analizar cómo los docentes interinos de Educación Física construyen sus perspectivas e ideales sobre la profesión, los conflictos que experimentan, así como creer que su trabajo en la enseñanza tiene fecha de caducidad. Participaron doce maestros de Educación Física españoles (siete hombres y cinco mujeres), con al menos 14 años de experiencia docente. Se utilizó un estudio cualitativo narrativo mediante entrevistas semiestructuradas. Los resultados reflejaron la disminución del compromiso y entusiasmo en la profesión debido a la presión que ejercen los filtros y estrategias de las oposiciones del sistema educativo español sobre estos educadores.

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  • Foucault, M. (1979). Discipline and punish: The birth of the prison. New York: Vintage Books.
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  • Pritzker, D. (2012). Narrative analysis of “hidden stories”: a potential tool for teacher training. Teacher Development, 16(2), 199-215. https://doi. org/10.1080/13664530.2012.688681
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles: Sage.
  • Shilling, C. (2010). Exploring the society-body-school nexus: theoretical and methodology issues in the study of body pedagogics. Sport, Education and Society, 15(2), 151-167. https://doi.org/10.1080/13573321003683786
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  • Sparkes, A. (2005). Narrative analysis: Exploring the whats and hows of personal stories. In M. Holloway (Ed.), Qualitative research in health care. Milton Keynes: Open University Press.
  • Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204-224. https://doi.org/10.1075/ni.20.1.10spe
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  • Vonk, J. H. (1989). Beggining teacher’s professional development and its implications for teacher education and training. The Irish Journal of Education, 23(1), 5-21.
  • Vonk, J. H., & Schras, G. A. (1987). From beginning to experienced teacher: A study of the professional development of teachers during their first four years of service. European Journal of Teacher Education, 10(1), 95-110. https://doi.org/10.1080/0261976870100111
  • Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and practice, 12(5), 509-526. https://doi.org/10.1080/13540600600832213
  • Yavuz, M. (2009). An investigation of burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes to classroom management. Educational Research and Reviews, 4(12), 642-649.
  • Zembylas, M. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185-201. https://doi.org/10.1016/j.tate.2003.09.008
Fuente de los datos: Dialnet