Publication: “Somos capaces, pero…necesitamos ayuda”. Análisis del pensamiento, metodologías de trabajo y dificultades
encontradas en maestras de Educación Infantil acerca de la Educación Física
Authors
López Ruiz, Nerea ; Alcaraz-Muñoz, Verónica ; Calvo García, Llanos ; Alonso Roque, José Ignacio
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.518381
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info:eu-repo/semantics/article
Description
Abstract
Antecedentes: el presente estudio muestra la importancia de la Educación Física en
Educación Infantil y el papel protagonista del docente de esta etapa como encargado de
llevar a cabo la motricidad de sus alumnos. Han sido escasos los estudios que se encontraron
acerca de la percepción que los docentes de esta etapa tienen sobre la materia. Objetivo:
analizar el pensamiento, formas de trabajo y dificultades de los docentes de Educación
Infantil en Educación Física. Método: tres maestras de diferentes cursos de 2º ciclo de infantil
participaron a través de una entrevista semiestructurada en esta investigación cualitativa.
Resultados: las maestras creen que la Educación Física tiene beneficios en la Educación
Infantil, aunque no tiene la misma importancia que el resto de áreas, suelen emplear dichas
sesiones para trabajar y reforzar contenidos de otras materias y no encuentran grandes
dificultades acerca de trabajar la motricidad con los alumnos.
Background: this study shows the importance of Physical Education in Pre-school Education and the leading role of the teacher at this stage as the person in charge of carrying out the motor skills of their pupils. Few studies have been found on the perception that teachers at this stage have of the subject. Objective: to analyse the thinking, ways of working and difficulties encountered by Early Childhood Education teachers in Physical Education. Method: three teachers from different infant education levels participated in this qualitative research through a semi-structured interview. Results: the teachers believe that Physical Education has benefits in Infant Education, although it does not have the same importance as other areas, they tend to use these sessions to work on and reinforce content from other subjects and they do not find great difficulties in working on motor skills with the pupils.
Background: this study shows the importance of Physical Education in Pre-school Education and the leading role of the teacher at this stage as the person in charge of carrying out the motor skills of their pupils. Few studies have been found on the perception that teachers at this stage have of the subject. Objective: to analyse the thinking, ways of working and difficulties encountered by Early Childhood Education teachers in Physical Education. Method: three teachers from different infant education levels participated in this qualitative research through a semi-structured interview. Results: the teachers believe that Physical Education has benefits in Infant Education, although it does not have the same importance as other areas, they tend to use these sessions to work on and reinforce content from other subjects and they do not find great difficulties in working on motor skills with the pupils.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(2), 2022
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