El costo pedagógico de la especialización desajustada: dificultades instruccionales de docentes no especializados en Educación Física
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https://doi.org/10.17979/sportis.2026.12.2.13055Resumen
Este estudio examinó los desafíos pedagógicos que enfrentan los docentes no especializados en Educación Física (EF) asignados a impartir esta materia, enfocándose en sus experiencias vividas, estrategias de afrontamiento y prácticas adaptativas en entornos educativos basados en el desempeño. Se utilizó un diseño cualitativo descriptivo para generar conocimientos profundos sobre este tema poco explorado. Quince participantes fueron seleccionados intencionalmente por su experiencia directa enseñando EF sin especialización formal, asegurando narrativas ricas en información adecuadas para la investigación cualitativa. Los datos se recopilaron mediante entrevistas abiertas validadas por expertos, cumpliendo estrictamente estándares éticos como el consentimiento informado y la confidencialidad. El análisis temático se realizó siguiendo el marco de Colaizzi, permitiendo identificar sistemáticamente los temas centrales y significados presentes en los relatos de los participantes. Los resultados revelaron desafíos recurrentes relacionados con la confianza limitada, dificultad en la enseñanza de habilidades prácticas, aprendizaje en la experiencia, necesidad de creatividad y adaptación, y el papel sostenedor de la motivación personal. Estos hallazgos sugieren que la falta de especialización afecta la preparación pedagógica, pero también fomenta el crecimiento profesional adaptativo. El estudio resalta la necesidad de mentoría estructurada, desarrollo profesional dirigido y apoyo institucional para fortalecer la competencia docente en EF. Teóricamente, los resultados contribuyen al debate sobre la enseñanza fuera de campo al enfatizar cómo la falta de correspondencia entre especialización y asignatura influye en la identidad, eficacia e instrucción del docente. En conjunto, la investigación subraya la importancia de alinear la especialización docente con las demandas curriculares, apoyando al mismo tiempo a los educadores no especializados mediante políticas educativas y programas de aprendizaje profesional adecuados.
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