Convertirse en profesor de Educación Física: construcción de significados y experiencias vividas en el contexto filipino
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https://doi.org/10.17979/sportis.2026.12.2.12819Resumen
Este estudio examinó las experiencias vividas y la construcción de significado de los docentes de Educación Física (EF) en Filipinas, abordando la comprensión limitada sobre cómo los profesores interpretan y construyen la significancia profesional en contextos culturales e institucionales diversos. Empleando un diseño cualitativo descriptivo fundamentado en la fenomenología, se seleccionaron intencionalmente 35 docentes de EF de escuelas secundarias públicas para entrevistas semiestructuradas, que fueron grabadas en audio y complementadas con notas de observación. Los datos fueron analizados mediante el método de Colaizzi para extraer declaraciones significativas, formular significados e identificar temas emergentes. Los hallazgos revelaron siete temas interconectados: satisfacción por el crecimiento estudiantil, orgullo y honor en la profesión, desarrollo integral del estudiante, creatividad y recursos, participación y disfrute del estudiante, mentoría y motivación, e influencia de entornos de apoyo. Estos temas ilustran cómo los docentes de EF enfrentan desafíos, fomentan el desarrollo de los estudiantes y obtienen satisfacción personal y profesional, destacando la interacción dinámica entre la motivación intrínseca, las conexiones relacionales y la identidad profesional. El estudio subraya la importancia de reconocer las dimensiones humanas y emocionales de los docentes y de fomentar entornos que apoyen la creatividad, la mentoría y la participación centrada en el estudiante. Al capturar las experiencias auténticas de los docentes, esta investigación contribuye a una comprensión matizada de la enseñanza de la EF, la formación de la identidad profesional y el potencial transformador de la Educación Física en el desarrollo integral del estudiante
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