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Physical Education Teachers' Competencies and Assessment in Professional Practice

January 2020
Apunts. Educacion Fisica y Deportes 139:33-41

DOI:10.5672/apunts.2014-0983.es.(2020/1).139.05

Authors:

Laura Cañadas

Autonomous University of Madrid

Mª Luisa Santos Pastor

Autonomous University of Madrid

Javier Castejon

Autonomous University of Madrid

Pre-service Physical Education teacher training should develop key competencies that guide graduates in their professional work. The application of the formative assessment at this stage is presented as a way for them to acquire these compe-tencies. This research assesses graduates' perception of the development of key teaching competencies and whether there are significant differences depending on whether or not they are working as teachers. The relationship between some elements of assessment and grading and the development of competencies is also studied. Four hundred and eighty-seven graduates from seventeen Spanish universities participated. The results show that (a) there are no differences in the perception of the competencies acquired depending on whether or not graduates are working; (b) graduates who are working as teachers positively relate the assessment items to two of the three sets of competencies studied, and participative forms of grading to the competencies of development, application and assessment of teaching and learning processes in physical education; and (c) those who are working believe that using formative assessment during their pre-service training has helped them put the teaching competencies into practice in their professional work.

Relationship between the use of formative assessment and the specific competencies developed in pre-service training according to whether or not the respondent is working as a teacher

…

Relationship between the use of different forms of grading and the specific competencies developed in pre-service training according to whether or not the respondents are working

…

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Published 01 January 2020

https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.05

EDUCACIÓN FÍSICA Y DEPORTES

OPEN ACCESS

EDUCACIÓN FÍSICA Y DEPORTES

139

1. trimestre (enero-marzo) 2020

ISSN-1577-4015

1. trimestre (enero-marzo) 2020

ISSN: 2014-0983

PHYSICAL EDUCATION

ISSUE 139

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Physical Education Teachers’

Competencies and Assessment

in Professional Practice

Laura Cañadas*, María Luisa Santos-Pastor and Francisco Javier Castejón

Department of Physical Education, Sport and Human Motricity. Faculty of Teacher Training and Education,

Autonomous University of Madrid, Spain

Cite this article:

Cañadas, L., Santos-Pastor, M. L., & Castejón, F. J. (2019). Physical Education Teachers’ Competencies

and Assessment in Professional Practice. Apunts. Educación Física y Deportes, 139, 33-41. https://doi.

org/10.5672/apunts.2014-0983.es.(2020/1).139.05

Resumen

Pre-service Physical Education teacher training should develop key competencies

that guide graduates in their professional work. The application of the formative as-

sessment at this stage is presented as a way for them to acquire these compe-

tencies. This research assesses graduates’ perception of the development of key

teaching competencies and whether there are significant differences depending on

whether or not they are working as teachers. The relationship between some el-

ements of assessment and grading and the development of competencies is also

studied. Four hundred and eighty-seven graduates from seventeen Spanish univer-

sities participated. The results show that (a) there are no differences in the perception

of the competencies acquired depending on whether or not graduates are working;

(b) graduates who are working as teachers positively relate the assessment items

to two of the three sets of competencies studied, and participative forms of grading

to the competencies of development, application and assessment of teaching and

learning processes in physical education; and (c) those who are working believe that

using formative assessment during their pre-service training has helped them put the

teaching competencies into practice in their professional work.

Keywords: pedagogical knowledge, pre-service training, physical education, for-

mative assessment, key competency

Editor:

Departament de la Presidència

Institut Nacional d’Educació

Física de Catalunya (INEFC)

ISSN: 2014-0983

*Corresponding author:

Laura Cañadas

laura.cannadas@uam.es

Section:

Physical Education

Received:

02 October 2017

Accepted:

14 June 2018

Published:

01 January 2020

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Introduction

One of the main goals of the European Higher Educa-

tion Area (EHEA) is to adapt university degrees to em-

ployment demands. Universities should provide train-

ing that guarantees jobs for graduates, facilitates their

inclusion in the working world and is adapted to its

demands (Cardona-Rodríguez et al., 2016). Graduates

should positively perceive the suitability of their train-

ing to successfully meet employment demands (Elias 7

Purcell, 2004); however, in many cases, the training

received is deemed insufficient for this purpose (Gil et

al., 2009).

This gap would appear to exist in teacher training

(Towers, 2013). The development of the key teaching

competencies is fundamental for the teachers’ future em-

ployability, not only in terms of job opportunities but

also in the capacity that they acquire to adapt to the re-

quirements of the educational setting. The reality of the

classrooms where they will teach calls for a set of fac-

tors and strategies to ensure quality teaching.

The key competencies in teaching are viewed as

a convergence of applied knowledge which encom-

passes content, the way it is taught, the use of tech-

nologies, the type of learning, the emotions involved,

the organisation of students and other factors. Com-

petencies that fit this context (Zabala & Arnau,

2014) constitute key information that includes the

different kinds of knowledge identified by Shulman

(1987): knowledge of the content, pedagogical (di-

dactic) knowledge of the content, curricular knowl-

edge, knowledge of the learners, knowledge of the

educational objectives, knowledge of other objectives

and general pedagogical knowledge. Thus, the key

competencies which are limited to knowledge of the

content and pedagogical knowledge of the content are

expanded to include assessment, the organisation of

learning, active student participation, the use of ICT

and intercultural communication and the management

of feelings and emotions for professional develop-

ment. However, although these competencies tend to

be justified in the university’s academic environment,

they do not always meet the requirements needed in

professional employment. A linear training model

is implemented which stands in contrast to the com-

plexity found in education (Lo, 2010). Professional

development is systematic and deals with uncertain

changes which need adaptive competencies addressed

at the university, but without any guarantee that they

will be valid for teachers.

In Spain, the competencies that must be developed

in the different degree programmes are defined in white

papers (National Quality Assessment and Accreditation

Agency, 2004a, 2004b). In the case of physical educa-

tion (PE) teachers, they comprise knowledge related to

physical conditioning, body expression, motricity and

motor skills, the rules and values of sport, the technical

and tactical elements of sports skills, and the transver-

sal knowledge of teaching that is common in pre-service

training (Cañadas et al., 2019).

Knowledge of the content and its pedagogical

knowledge cannot be understood without referring

to the interactive context, in which assessment plays

a key role. If we consider that a participative meth-

odology improves students’ competencies and is con-

ducive to their professional development, then the

assessment component should involve a formative as-

sessment (Magro & Wilson, 2013). The application

of formative assessment in teacher training is one

possible way for students to acquire the key compe-

tencies which lead to better training and profession-

al development, and subsequently to improvements

in their teaching, as they are more likely to suit the

needs of their job.

Formative assessment is a type of assessment

which demonstrates what has been learnt and provides

information on what can be learnt (Black & William,

2006). In the case of the assessment and its relation-

ship with the key competencies in pre-service training

in PE, there has been a patent trend towards formative

assessment in some studies which have demonstrated

this shift (Cañadas et al., 2018; Gutiérrez-García et

al., 2013). They reveal that key competencies such as

mastery of the teaching process, the use of ICT, or-

ganisational skills or learning to learn are related to

the use of formative assessment (Romero-Martín et

al., 2017).

However, there are very few studies comparing the

perception after pre-service training of working grad-

uates with those of graduates who are not working re-

garding the teaching competencies they developed

during their degree programme. The studies by Campos

et al. (2011) and Gallardo (2006) examine graduates’

assessment of the key competencies acquired and their

opinion at the end of their degree programmes, asking

them about both situations once they are working. How-

ever, these studies have only been conducted in small

samples of graduates (n < 105) and have focused on

Teacher Training PE graduates, without including Phys-

ical Education and Sport Sciences (PESS) graduates.

With regard to assessment, no studies have been found

with graduates that assess whether more interaction with

the faculty in the assessment, as well as greater partici-

pation in establishing the assessment system and tests, or

a more active role in the grading process, are perceived

as helping to develop professional competencies. There-

fore, it seems necessary to establish the influence of the

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

assessment, and more specifically formative assessment,

on the acquisition of the competencies which are devel-

oped in pre-service teacher training and whether these

competencies are positively assessed by the graduates

because of their impact on their professional develop-

ment.

For this reason, the objectives of this study are:

a) to assess whether there are differences in the per-

ception of the acquisition of the key competencies be-

tween graduates of PE Education and PESS accord-

ing to whether or not they are working; b) to assess

the relationship between the assessment received and

the acquisition of teaching competencies according

to whether or not they are working; c) to assess the

relationship between participation in grading and the

acquisition of teaching competencies according to

whether or not they are working; and d) to ascertain

whether those who are currently working believe that

the use of formative assessment during their pre-ser-

vice training helped them to put teaching competencies

into practice.

Methodology

Participants

Non-probabilistic incidental sampling was used to select

the participants. A total of 487 graduates participated

(40.6% females; 59.4% males) from PE Education de-

grees at 17 universities all over Spain. To collect the

information, three geographic zones were established:

a) the Central-South zone (Madrid, Tenerife, Albacete,

Córdoba, Granada and Murcia); b) the Northeast zone

(Valencia, Barcelona, Huesca, Zaragoza and Lleida);

and c) the Northwest zone (Segovia, Valladolid, León,

Vitoria and Zamora) (Figure 1). A total of 53.7% of the

participants are under the age of 25, 38% are between

26 and 30, 5.7% are between 31 and 35 and 2.7% are

36 or older.

Instrument

To collect the information, a questionnaire was used

with items referring to the key competencies for PE

teachers developed during pre-service training. The

participants were also asked about the form of assess-

ment and grading they received during this period and

its repercussions on their acquisition of these key com-

petencies. All the questions were answered on a Likert

scale from 0 (not at all) to 4 (a lot). The questionnaire

underwent a validation process entailing the following

steps (Romero-Martín et al., 2017): a) possible items

n = 137 n = 151

n = 151

Figure 1

Distribution of graduates by location

were selected based on the white papers on the Teaching

Primary School and PESS degrees and the creation of a

preliminary version of the questionnaire; b) the prelim-

inary version was revised by a group of 10 university

instructors who are experts in PE Education with exten-

sive careers in research and publications in Spanish and

international journals specialising in this field; c) an ini-

tial pre-test was administered to check the degree of rel-

evancy and comprehensibility of the questionnaire; and

finally d) reliability was calculated with the Cronbach’s

α, yielding a value of 0.89. Other data were also request-

ed of the participants, such as the degree programmes

completed, whether or not they were currently working

at a school and how many years of work experience they

had.

For this research, specifically the following items

were used:

(1) The key competencies: comprised of 22 items

with the competencies to be developed during pre-ser-

vice training of PE teachers.

(2) The usefulness of assessment in acquiring teach-

ing competencies during pre-service training (When

formative and continuous assessment was used in your

subjects, do you think it helped you to acquire teaching

competencies?); on their knowledge of the assessment

system and student participation in any aspect of the as-

sessment;

2.a) Interaction between professors and students fos-

ters the assessment process

2.b) Assessment tests were announced sufficiently in

advance

2.c) Assessment tests were based on an agreement

with the students

2.d) Previous knowledge of the assessment system

fostered the learning process

(3) The usefulness of formative and continuous

assessment during pre-service training for putting

Central-South

Northwest

Northeast

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

teaching competencies into practice in active employ-

ment (When your professors used formative and con-

tinuous assessment in your classes, do you think this

helped you to develop teaching competencies in your

active practice?).

(4) The forms of grading used by professors during

their pre-service training: heterograding, self-grading,

dialogued grading and co-grading.

Procedure

The questionnaire used for this study was emailed to

the graduates of each one of the degree programmes

of the different universities for which data were avail-

able. They were asked to participate and were informed

of the objective of the study and data confidentiality

and anonymity were guaranteed. They were sent the

link to the questionnaire. This study follows the ethical

guidelines of the American Psychological Association

(2010).

Statistical Analysis

The analysis was performed using the SPSS v. 21 statis-

tical package. First of all, a confirmatory factor analysis

was performed to find the possible factors that might be

grouping the 22 teaching competencies. The principal

components method with Varimax rotation was used. To

extract the factors, those with eigenvalues over 0.3 were

retained (Pallant, 2013). Subsequently, a Student t-test

was performed to see the differences between the grad-

uates who are working as teachers and those who are

not in the variables studied. To determine the relation-

ship between assessment and grading and teaching com-

petencies, a Pearson’s correlation was performed with

the sample broken down according to whether or not

they are working as PE teachers. A partial correlation

was made between these variables, adjusting for “previ-

ous work experience”. Finally, with the population that

said that they are currently working at a school as a PE

teacher, a Pearson’s correlation was performed between

the question “When your professors used formative and

continuous assessment in your classes, do you think this

helped you to develop teaching competencies in your ac-

tive practice?” and the specific teaching competencies.

The level of significance for all the analyses was set at

p<.05.

Results

Table 1 presents the results of the factor analysis. The

KMO test yields a result of 0.94 (very high), indicat-

ing that the correlations between pairs of items can be

explained by the remaining items chosen, and Bartlett’s

sphericity test shows that the items are not independent

(4930, 449; df. 231 p < .001) and therefore that this

analysis is appropriate.

The competencies related to the design, develop-

ment/application, analysis and assessment of teaching

intervention and learning processes in PE are clustered

around factor 1. We have named this factor “Design,

application and assessment of teaching-learning pro-

cesses in PE”. The second factor is related to the con-

tents of motor and sports skills and is defined as “Motor

and sport contents”. The third factor is associated with

physical activity, physical conditioning and health, and

it will be called “Physical conditioning and health con-

tents”.

Table 2 contains the descriptive statistics of the

teaching competencies and the assessment and grading

received according to whether or not the respondents are

working as teachers. No differences appear in any of the

grouping factors of the competencies. In the questions

referring to assessment, differences only appear in the

“The assessment tests were based on an agreement with

the students” item, with a higher rate reported by those

who are working. Differences in grading only appear in

self- and co-grading, with higher values among those

who are working.

Table 3 shows the relationship between the assess-

ment items studied and the teaching competencies fac-

tors according to whether or not the respondents are

working (model 1, M1) and adjusted according to

whether or not they have work experience as teachers

(model 2, M2). Model 1 shows that those who are not

working find a positive relationship among all the as-

sessment items and the three factors, with the excep-

tion of the “Previous knowledge of the assessment sys-

tem fostered the learning process” item and the factor

on physical conditioning contents. However, the rela-

tionships are minor (all r <.400). Among those who

are working, a positive relationship was found between

the application of the aspects of formative assessment

studied and the factor of “Design, development and

assessment of teaching-learning PE” and “Motor and

sport contents”, with the exception of the “The assess-

ment tests were based on an agreement with the stu-

dents” item. When the values were adjusted in relation

to work experience, the results found in model 1 do

not change. Generally speaking, we can say that the

design, application and assessment of teaching-learn-

ing processes in PE, which would be the subject most

closely related to teaching (didactics), has a greater re-

lationship with both models, 1 and 2, while the two

columns of contents are, also generally speaking, less

related.

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Table 1

Results of the factor analysis

Specific competencies Components Factors

Designing, applying and analysing teaching interventions in the

PE class .604

Design, application and

assessment of teaching-

learning processes in PE

Developing and putting PE programmes that facilitate the

effective inclusion of students with special educational needs

into practice

.667

Designing, developing and assessing the teaching-learning

processes related to physical activity and sport with attention to

the individual and contextual characteristics of each person

.685

Knowing how to use assessment instruments in the PE class .710

Promoting complementary activities related to physical activity

and sport inside and outside school .550

Responding to diversity in PE practices .693

Having the capacity to reflect on the teaching-learning

process, the different organisational types and the different

methodologies within PE classes

.639

Designing, modifying and/or adapting motor situations geared

towards developing and fine-tuning the motor skills to the

educational context

.576

Designing, developing and assessing teaching-learning

processes related to motor competency, with attention to the

individual and contextual characteristics of each person

.756

Knowing and promoting the different motor manifestations that

are part of your traditional culture .605

Motor and sport contents

Knowing psychomotor development and its developmental

maturation .777

Knowing the elements and fundamentals of body expression and

non-verbal communication and its formative and cultural value .672

Knowing the basic principles of introduction to school sports

and designing specific tasks to use them in teaching .601

Knowing how to use play as a teaching resource and

educational content .408

Knowing and understanding body and motor developmental

processes .561

Knowing the physical capacities and factors that determine

their evolution and knowing how to apply the specific technical

underpinnings

.537

Physical conditioning and

health contents

Knowing the basic biological and physiological principles of the

human body in relation to physical activity .621

Having strategies to apply the elements of health on hygiene

and diet in educational practice .581

Having teaching strategies that promote the acquisition of

regular physical activity habits .544

Knowing how to apply the basic principles (techniques) of

physical activities in nature .439

Analysing and communicating, critically and with solid

foundations, the value of physical education and sport and their

possibilities of contributing to people’s development and wellbeing

.667

Identifying and preventing the health risks stemming from the

practice of inappropriate physical activities .768

Eigenvalues

% cumulative explained variance 40.82 47.96 54.26

KMO: 0.94.

Bartlett’s sphericity test: 4930, 449; df. 231. p < .001.

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Table 2

Competencies developed and forms of assessment and grading received during pre-service training according to whether or not the

respondent is working as a teacher

Is working

M (SD) Is not working

M (SD)

Competencies 143 344

Design, application and assessment of teaching-learning processes in PE –0.12 (1.09) 0.05 (0.96) .101

Motor and sport contents 0.11 (1.03) –0.04 (0.99) .134

Physical conditioning and health contents 0.08 (0.93) –0.03 (1.03) .232

Assessment

The use of formative assessment has helped you to acquire teaching competencies 2.80 (0.95) 2.81 (0.90) .904

Interaction with professors fosters the assessment process 3.59 (0.65) 3.47 (0.79) .119

Assessment tests were announced sufficiently in advance 3.17 (0.81) 3.12 (0.82) .493

The assessment tests were based on an agreement with the students 1.89 (1.31) 1.58 (1.20) .013

Previous knowledge of the assessment system fostered the learning process 3.31 (0.81) 3.22 (0.89) .330

Grading

Heterograding 3.22 (0.86) 3.26 (0.80) .667

Self-grading 1.52 (1.12) 1.22 (1.08) .006

Dialogued grading 1.17 (1.19) 0.99 (1.10) .116

Co-grading 1.50 (1.05) 1.15 (0.99) .001

Note. The significant differences appear in bold.

Table 3

Relationship between the use of formative assessment and the specific competencies developed in pre-service training according to

whether or not the respondent is working as a teacher

Is working Is not working

Design,

application and

assessment of

teaching-learning

processes in PE

Motor

and sport

contents

Physical

conditioning

and health

contents

Design,

application and

assessment

of teaching-

learning

processes in PE

Motor

and sport

contents

Physical

conditioning

and health

contents

Model 1

Assessment

The use of formative assessment has helped

you to acquire teaching competencies 0.341** 0.195* 0.062 0.353** 0.220** 0.176*

Interaction with professors fosters the

assessment process 0.197* 0.186* 0.091 0.252** 0.143* 0.132*

Assessment tests were announced

sufficiently in advance 0.185* 0.184* –0.001 0.130* 0.194** 0.131*

The assessment tests were based on an

agreement with the students 0.434** 0.101 0.072 0.282** 0.136* 0.221**

Previous knowledge of the assessment

system fostered the learning process 0.227* 0.278* 0.039 0.119* 0.159* 0.102

Model 2 (adjusted by teaching experience)

Assessment

The use of formative assessment has helped

you to acquire teaching competencies 0.341** 0.196* 0.062 0.374** 0.231** 0.187*

Interaction with professors fosters the

assessment process 0.200* 0.178* 0.074 0.256** 0.145* 0.134*

Assessment tests were announced

sufficiently in advance 0.187* 0.176* -0.017 0.130* 0.194** 0.132*

The assessment tests were based on an

agreement with the students 0.438** 0.093 0.060 0.278** 0.134* 0.219**

Previous knowledge of the assessment

system fostered the learning process 0.227* 0.278* 0.038 0.125* 0.162* 0.105

**p < .001; *p <. 05.

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Table 4 shows the relationship between the differ-

ent forms of grading used and the factors into which

the teaching competencies are grouped. In M1, het-

erograding is only directly related to “Motor and sport

contents” among those who are working, albeit only

slightly (r = .167). Among both those who are and are

not working, participative forms of grading are posi-

tively related to “Design, application and assessment of

teaching-learning processes in PE”, with higher values

among those who are working. In terms of “Motor and

sport contents”, those who are working as teachers only

relate it to co-grading, while those who are not working

relate it to all three forms of participative assessment,

albeit only slightly (r<.200). These results remain the

same in M2. Once again, generally speaking, there is

a greater relationship between the Design column and

models 1 and 2 than the contents columns for both popu-

lations of graduates.

Finally, a correlation was performed between

the “When your professors used formative and con-

tinuous assessment in your classes, do you think this

helped you develop teaching competencies in your

active practice?” item and the teaching competencies

only among those graduates who are working. The

goal is to assess whether the pre-service training has

been useful for professional practice, since only in

practice can one truly assess whether the training re-

ceived is practically helpful in meeting the demands of

the working world. A positive correlation was found

between the question and the “Design, application

and assessment of teaching-learning processes in PE”

and “Motor and sport contents” factors (r = .355 and

r = .270; p < .002, respectively).

Discussion

The results of this study show that: a) there are no dif-

ferences in the graduates’ perception of the acquisition

of teaching competencies according to whether or not

they are working; b) the assessment items studied are

positively related to the “Design, application and as-

sessment of teaching-learning processes in PE” and

“Motor and sport contents” competencies, and for

graduates who are not working with “Physical condi-

tioning and health contents” as well; c) among those

who are not working, participative forms of grading

are related to “Design, application and assessment of

teaching-learning processes in PE” and “Motor and

sport contents” and, among those who are working, it

is only related to “Design, application and assessment

of teaching-learning processes in PE”; d) graduates

who are working believe that the use of formative as-

sessment during their pre-service training has helped

them put the specific teaching competencies into prac-

tice in their job.

Given the lack of studies mentioned in the theoret-

ical framework, this study is limited in terms of com-

paring it to other similar studies. However, the study

by Campos et al. (2011), for example, focused specifi-

cally on comparing the differences detected by 104 PE

Table 4

Relationship between the use of different forms of grading and the specific competencies developed in pre-service training according to

whether or not the respondents are working

Is working Is not working

Design,

application and

assessment of

teaching-learning

processes in PE

Motor

and sport

contents

Physical

conditioning

and health

contents

Design,

application and

assessment of

teaching-learning

processes in PE

Motor

and sport

contents

Physical

conditioning

and health

contents

Model 1

Grading

Heterograding 0.059 0.167* 0.035 0.037 0.015 0.037

Self-grading 0.504** 0.146 0.110 0.293** 0.187** 0.031

Dialogued grading 0.431** 0.128 0.055 0.256** 0.140* 0.055

Co-grading 0.442** 0.227* 0.111 0.240** 0.147* 0.084

Model 2 (adjusted by teaching experience)

Grading

Heterograding 0.059 0.168* 0.036 0.035 0.014 0.035

Self-grading 0.507** 0.140 0.100 0.298** 0.189* 0.033

Dialogued grading 0.432** 0.124 0.048 0.260** 0.141* 0.056

Co-grading 0.462** 0.218* 0.088 0.246** 0.149* 0.087

**p < .001; *p <. 05.

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

Teaching graduates at the University of Seville in the

competencies acquired after completing their university

degrees and the use made of them in the job market.

Of the 17 specific competencies they studied, signifi-

cant differences were found in 16, with higher values

after graduation. The only competency which showed

similar values both after completing pre-service train-

ing and in application as a teacher was “detecting ana-

tomical-functional, cognitive and social interaction dif-

ficulties”. These results do not match those found in

this study, in which no significant differences are ob-

served in any of the three factors of the questionnaire

among graduates who are not working and those who

are. These differences may be due to the authors’ small

sample size or to the fact that they only used graduates

from one degree programme at one university. Gallar-

do (2006) also focuses on Teacher Training PE gradu-

ates, in this case at the University of Granada (n = 72).

However, in this case the competencies studied are

general ones.

Other studies have focused on assessing the com-

petencies of graduates when they are already working

as PE professionals in primary and secondary schools

(Kovac et al., 2008), and some assess the perceptions

of students who are still studying for their PESS de-

grees (López-Varas, 2015) or compare the percep-

tions of competencies of students, university faculty

and graduates of the Teacher Training and PE degrees

(Pazo & Tejada, 2012; Romero, 2009). However, this

type of study does not bear in mind the discrepancies

which may exist in the assessment among graduates

who have completed their degrees and those who have

to put the entire set of knowledge and skills used as a

teacher into practice, which is when they can really as-

sess whether or not their pre-service training has been

useful in their professional development and its impact

on their search for employment. In this study, the fact

that no differences were found between both groups

may indicate that the graduates working as teachers

find that their pre-service training helped them to per-

form their job, just as those who are not working per-

ceive it.

Despite the importance attached to the creation of

the EHEA and the changes that its implementation

have brought about in higher education in different

European countries, it should be noted that there are

still only a handful of research studies that seek to as-

certain the repercussions of the changes in the train-

ing of graduates who have studied in the new degree

programmes. It is essential to assess university gradu-

ates’ opinions of the training they receive with the goal

of adjusting the curriculum based on the challenge of

employability, both to adapt to the job market and in

terms of their ability to meet its requirements and de-

mands. Most importantly, we should acknowledge that

there are few studies addressing graduates’ perception

of their training in competencies and the usefulness

of these competencies in their future professional em-

ployment.

In pre-service training, university graduates should

also learn the key professional competencies that they

will need to find employment. Training should be

adapted to the requirements of specific areas, in our

case PE, and be directly related to key competencies

in order to cater to demands from education. Assess-

ment plays a crucial role in this regard, and more spe-

cifically the application of formative assessment in the

different subjects in the degree programme, leading to

more meaningful and profound learning of the subject

matter, helping students to develop key professional

competencies to adapt the assessment of their students

to prevailing needs. In this pre-service training, stu-

dents’ participation in their own assessment and in that

of their peers is extremely important, but so too is par-

ticipation in grading, since such an involvement in this

process would herald a transfer of responsibility. How-

ever, in this study, as in others conducted previously

(Gutiérrez-García et al., 2013; Gutiérrez-García et al.,

2011; Hamodi et al., 2015), both graduates and faculty

report that forms of grading in which the teaching staff

take the decisions continue to prevail at the expense

of other alternative approaches related to participative

grading.

Conclusion

This study has demonstrated that there is no difference

in PE teachers’ perception of the competencies acquired

according to whether or not they are teaching, which in-

dicates that both at the end of their pre-service training

and when embarking upon their professional career they

feel that their training is sufficient to rise to the demands

of the educational setting; however, this result does not

mean that in the future they should not continue to seek

training to deal with the challenges that may arise. On

the other hand, aspects such as being familiar with the

assessment system, how they are going to be assessed

before beginning the learning units or being able to in-

teract and dialogue with the faculty on aspects of the as-

sessment, are all positively related to the development

of competencies. These aspects are also related to the

use of participative forms of assessment. Furthermore,

the graduates report that the use of formative assessment

during their pre-service training has helped them to de-

velop these competencies and to put them into practice

in their professional work. Therefore, according to this

L. Cañadas et al. Physical Education Teachers’ Competencies and Assessment in Professional Practice

PHYSICAL EDUCATION

Apunts. Educación Física y Deportes | www.revista-apunts.com 2020, n.º 139. 1st Quarter (January-March), pp. 33-41

study, it may be concluded that: a) pre-service training

of PE teachers helps satisfactorily develop key teaching

competencies, and b) the use of formative assessment at

this stage seems appropriate for helping them acquire

the key teaching competencies and later applying them

in the job world.

However, further studies which explore this topic

more deeply are needed, assessing the usefulness of the

specific competencies developed when they are actually

applied in teaching practice, and assessing the repercus-

sions of the application of active methodologies and for-

mative assessment systems during pre-service training

on the teacher’s professional competencies.

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Jul 2017
COMUNICAR

La finalidad de este estudio es analizar la percepción del profesorado, alumnado y egresados en relación a los sistemas de Evaluación formativa y compartida y a la adquisición de competencias docentes en lo relativo a la comunicación y al uso de las TIC, en la formación inicial en el Grado de Maestro de Primaria (Educación Física) y en el Grado en Ciencias de la Actividad Física y el Deporte (CCAFD). Se ha aplicado una escala diseñada «ad hoc» en una muestra total de 1.243 estudiantes, 487 egresados y 345 profesores de 24 universidades españolas que abarcan la mayoría de las comunidades autónomas. Los resultados indican que para los tres colectivos el elemento más relevante en el proceso de evaluación es la interacción profesores-estudiantes y, en segundo lugar, las competencias en relaciones interpersonales. También que existen diferencias significativas en prácticamente todos los ítems entre los profesores y los estudiantes y entre estos y los egresados. En el estudio pormenorizado de la percepción de las competencias TIC por parte de los estudiantes, los procedentes del Grado de Maestro de Primaria perciben una mayor utilización de las TIC que los de CCAFD; lo mismo ocurre con los menores de 22 años en relación a los más mayores. No se han encontrado diferencias en función del género. Se aporta discusión sobre los resultados encontrados.

Análisis de las competencias adquiridas y utilizadas por los egresados maestros en Educación Física. (Analysis of the skills acquired and used by graduated teachers in physical education).

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Full-text available

Jul 2011

ResumenEn este artículo se plantea un análisis de las competencias que dicen haber adquirido los egresados de Magisterio de la especialidad de Educación Física durante sus estudios, y las competencias que utilizan esos mismos sujetos una vez insertos en el mercado laboral. Para ello, se diseñó un cuestionario ad hoc titulado Cuestionario sobre la inserción laboral de los maestros especialistas en Educación Física egresados en la Facultad de Ciencias de la Educación de la Universidad de Sevilla, cuyo acrónimo es E.E.F.U.S., pasándoselo a seis promociones de egresados de Magisterio (N=104). A los datos obtenidos se les ha realizado un análisis factorial y comparativo entre poblaciones. Podemos concluir que, la competencia más valorada por los egresados en sus dos momentos de la vida, es decir, al finalizar sus estudios y una vez insertos en el mercado laboral, es aplicar el juego como recurso didáctico y contenido de enseñanza. Además, proponemos la agrupación de las competencias específicas que debe adquirir el titulado en Magisterio especialista de Educación Física, en cuatro factores o dimensiones a trabajar con los futuros Grados en Educación Primaria con mención en Educación Física.AbstractThis article aims to analyse and compare the competencies which teacher-training students (Physical Education - PE) claim to have acquired during their studies and competencies which they claim to have once they have past the transition to working life, and they are already incorporated in the labour market. For that purpose, we designed a questionnaire entitled “Survey on the employment of teachers in physical education graduated from the Faculty of Education at the University of Seville (EEFUS)” and the graduated PE teachers (N = 104) from the last six years from the University of Seville completed that specific questionnaire. We submitted the data obtained to descriptive and factorial analysis and the results inform that the competence they value most, in the two moments of their life (after graduation and once inserted in the labour market), it is to apply games as didactic material and teaching content. The analysed competencies are grouped into four factors or dimensions in order to be employed working easier with future teachers in primary education with a major in PE.

Acordes y desacuerdos: percepciones de profesores, alumnos y egresados sobre los sistemas de evaluación en estudios universitarios de formación de profesorado

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Full-text available

Jan 2013

Assessment for Learning in the Classroom

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Jan 2012

Comprehensive pertinence in the quality assessment of higher education / La pertinencia integral en la evaluación de la calidad de la educación superior

Article

Apr 2016

This paper is based on the current debate concerning the criteria for quality assessment of higher education in a knowledge society, focusing attention on its pertinence. It is approached from dualities in the university task of producing and transmitting knowledge that intervenes in the analysis of the pertinence criteria for evaluating quality: knowledge use value versus exchange value, or market rules versus other social agents’ demands. The need for a comprehensive pertinence defined by two dimensions, internal and external, is justified.ResumenEl presente trabajo parte del debate actual sobre los criterios de evaluación de la calidad de la Educación Superior en la sociedad del conocimiento y centra la atención en su pertinencia. El planteamiento se realiza desde dualidades presentes en el quehacer universitario de producir y transmitir conocimiento que intervienen en el análisis del criterio de pertinencia para la evaluación de la calidad: valor de uso del conocimiento frente a valor de cambio; o dictados del mercado frente a demandas de otros agentes sociales. Se justifica la necesidad de una pertinencia integral definida por dos dimensiones: interna y externa.

Consistencies Between New Teachers’ Beliefs and Practices and Those Grounding Their Initial Teacher Education Program

Article

Dec 2013

Jo Towers

This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers' experiences during and after their initial teacher education program, I reveal that although the participants' teaching contexts varied considerably, patterns emerged in the ways in which they articulated their roles, practices, commitments, and identities as teachers, and these were consistent with the grounding philosophy and principles of the participants' initial teacher education program. The findings suggest that some new teachers can and do resist the discursive pressures of the field (e.g., those promoting traditional, behaviourist approaches) and that connections can be made between these teachers' resistance and their initial teacher education program.

Is Mass Higher Education Working? Evidence from the Labour Market Experiences of Recent Graduates

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Oct 2004
Natl Inst Econ Rev

This paper uses a variety of recent sources of information to explore the labour market experiences of those who gained a degree in the 1980s and 1990s. Specifically, we address the issue of ‘overeducation’ — the view that the expansion of higher education in the 1990s created a situation in which increasing numbers of graduates were unable to access employment that required and valued graduate skills and knowledge. Two complementary approaches to this issue are adopted. We review available evidence on the graduate earnings premium and change in the UK occupational structure, and we conduct a detailed examination of the earnings and characteristics of jobs done by a large sample of 1995 graduates seven years after graduation. We conclude that, while there may have been a decline from the high premium enjoyed by older graduates, for those who graduated in 1995 the average premium was holding up well, despite the expansion. Although we found differences between established graduate occupations and the newer areas of graduate employment, our evidence suggests that the development of new technical and managerial specialisms and occupational restructuring within organisations has been commensurate with the availability of an increased supply of highly qualified people.

Complex Innovation Policy Systems: Towards an Evaluation Mix

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