Este artículo tiene como objetivo explicar una experiencia de buena práctica en la Formación Inicial del Profesorado (FIP), en la asignatura de Educación Física Escolar, que se imparte en el grado de Maestro en Educación Primaria. Se trata de una asignatura obligatoria, que debe cursar todo el alumnado en formación. La experiencia se lleva a cabo en una facultad de educación en una ciudad española de pequeño tamaño. La buena práctica consiste en un taller de retos y juegos cooperativos como primera sesión práctica de la asignatura. Los objetivos de este primer taller son: (a) facilitar el conocimiento mutuo entre el profesorado y el alumnado; (b) favorecer las relaciones interpersonales entre el alumnado y la cohesión grupal; (c) establecer las normas básicas de la asignatura; (d) generar un clima de aula positivo. Los resultados han sido positivos y han permitido avanzar en los objetivos establecidos, por lo que seguiremos implementándolo en los siguientes cursos. Se trata de una buena práctica perfectamente aplicable en la asignatura de educación física en cualquier etapa educativa, aunque también puede realizarse una transferencia sencilla a otras materias que utilicen habitualmente metodologías activas.

(1) Background: Formative and Shared Assessment (F&SA) in teacher education (TE) is a formative model that has shown good results in developing both transversal and teaching competencies. Nevertheless, there seems to be a gap in its use for guiding final year projects (FYP). Therefore, in this study, we asked the following research question: what results are obtained after applying an F&SA protocol during FYP supervision in TE? (2) Methods: a mixed-method research design was used through a concurrent triangulation model; (3) Results: all five aspects assessed with the scale received high ratings. The most notable results include clear evidence of students’ acquisition and development of transversal competencies; a positive overall evaluation of the F&SA protocol; and improvements in students’ interest, initiative, and commitment; (4) conclusions: the protocol developed enabled continuity in assessment, enhanced visibility of the competencies needed to complete final projects, and reduced discrepancies between teachers and students. Autonomy and problem solving stand out as the most developed competencies.

This article aims to present an example of good practice in Initial Teacher Education (ITE) within the School Physical Education course, which is part of the Primary Education degree program. This is a compulsory course taken by all preservice teachers. The experience was carried out in a faculty of education in a small Spanish city. The practice consists of a workshop on challenges and cooperative games conducted as the first practical session of the course. The objectives of this initial workshop are: (a) to facilitate mutual acquaintance between instructors and students; (b) to promote interpersonal relationships among students and foster group cohesion; (c) to establish the basic course guidelines; and (d) to create a positive classroom climate. The results have been positive and have enabled progress toward the established objectives; therefore, the workshop will continue to be implemented in future academic years. This practice is readily applicable to Physical Education at any educational level and can also be easily adapted to other subjects that commonly employ active learning methodologies.

La finalidad de este estudio es analizar la percepción del profesorado en la formación inicial del profesorado de Educación Física (FIP-EF) sobre las competencias adquiridas por el alumnado en los trabajos de fin de estudios (TFE), según su titulación (Grado/Máster). Se utilizó un cuestionario realizado ad hoc, con una muestra de 182 profesores: 66 del Grado de Educación mención EF, 61 del Máster de Formación de Profesorado especialidad EF y 55 que ejercen en ambas. Se realizó un análisis descriptivo para extraer las competencias más y menos valoradas, posteriormente, un análisis inferencial, mediante la prueba t de Student para comparar las medias de los tres bloques de competencias (transversales, docentes genéricas y específicas de EF) en función de la titulación. La competencia mejor valorada es “diseñar, aplicar y analizar intervenciones didácticas en EF”; y la menos valorada “conocer los fundamentos biológicos y fisiológicos del cuerpo”. No se observan diferencias significativas entre las escalas en función de la titulación. Únicamente se encontraron en la competencia docente específica de EF “saber utilizar el juego como recurso”. Se hallaron correlaciones positivas entre bloques, evidenciando una valoración alta del desarrollo competencial. El trabajo refuerza la importancia de los TFE en la FIP-EF en España.

Learning-oriented assessment models, which tend to generate better learning processes, better academic performance and greater student involvement in teaching–learning processes, are increasingly being used in European universities; they are also more suitable for competence-based learning. However, there are a number of constraints that hinder their implementation, either due to internal (lack of teacher training and attitude/motivation to make changes in teaching and assessment methodology) or external (teaching load of lecturers and group size (number of students per group)) factors. Taking the latter into account, the aim of this study was to determine to what extent the teaching load and the number of students per group condition the use or not of quality assessment systems in the university world. A questionnaire of assessment systems and instruments with a high level of reliability and validity was administered to a large and representative sample of the teaching staff from numerous Spanish universities. Multivariate analyses were carried out to try to achieve the research objective. The results, based on a post facto model, show that quality assessment systems are advancing. Furthermore, the conclusion was reached that the teaching load and the number of students to be assessed are factors that correlate significantly with a greater use of assessment systems involving exams with closed questions. They correlate negatively with the use of continuous and formative assessment (FA) systems, although there is much variability in the latter case and the results do not seem clearly conclusive, suggesting more research on this topic and its sustainability.

Introducción: En la formación inicial del profesorado, la evaluación se considera como componente transversal en todo el sistema de formación, por lo tanto, es un tema que siempre estará presente en la cotidianidad de un futuro docente. Objetivo: el objetivo de estudio fue determinar las representaciones sociales que tienen sobre la evaluación el alumnado de formación inicial de educación física de dos universidades de la ciudad de Medellín. Metodología: Esta investigación tuvo elementos cuantitativos y cualitativos. Contó con 366 estudiantes de licenciatura en educación física. El análisis de datos cuantitativos se realizó con la hoja de cálculo Microsoft Excel 365 y los datos cualitativos fueron analizados con el software Atlas ti versión 9. Resultados: Surgieron 393 palabras que definen la evaluación y 19 palabras que conforman la representación social más hegemónica. Emergieron dos categorías: Evaluación del aprendizaje y evaluación para el aprendizaje. Discusión: Los resultados de esta investigación se asemejan a los encontrados en otros estudios donde lo más sobresaliente es la concepción que tiene el estudiantado sobre la evaluación como una forma de medición del conocimiento. Conclusiones: Se concluye que existen múltiples posibilidades de representación sobre el concepto de evaluación; sin embargo, se encuentra que las palabras conocimiento, aprendizaje, calificación y proceso tuvieron un mayor peso semántico. Igualmente, se revela que la mayoría del alumnado se inclinan por una representación social de la evaluación alrededor de la evaluación del aprendizaje.

En este artículo se presenta una experiencia sobre un taller de mimo en la formación inicial del profesorado (FIP) de Educación infantil. Explicamos la importancia que tienen estas prácticas en la FIP de Educación infantil en dos ámbitos: (a) vivenciar prácticas de expresión corporal, mejorando su competencia expresiva; (b) dotar de recursos didácticos para trabajar dicha competencia en las aulas. El taller de mimo forma parte de la asignatura “Expresión Corporal en Educación Infantil”. Es una optativa que se imparte en el primer cuatrimestre del cuarto curso del grado. En este cuatrimestre cursan cinco asignaturas optativas que configuran su mención (especialidad): “Educación artística”. El taller tiene dos partes: (1) vivencia práctica, como alumnas; (2) análisis didáctico de la propuesta, y estudio de las aplicaciones didácticas. Se aplica un sistema de evaluación formativa y compartida, que utiliza la evaluación para mejorar el aprendizaje del alumnado y del profesor, y para favorecer la participación del alumnado en el proceso de evaluación, fomentando así la autorregulación de su aprendizaje. Se utilizan dos instrumentos de evaluación: (a) cuaderno de la profesora (narrado y observación); (b) ficha de autoevaluación del análisis de la sesión.

Se presenta una propuesta concreta sobre como trabajar la motricidad en Educación Infantil, basada en la utilización del aprendizaje inducido y con un planteamiento claramente globalizado e integral. La propuesta ha sido generada a través de un Seminario Permanente que lleva funcionando nueve años de forma continuada. A lo largo del artículo se explica la organización y funcionamiento del Seminario Permanente; se revisa el estado de la cuestión en nuestro país, la fundamentación de nuestra propuesta, sus características principales y los resultados globales obtenidos. Descriptores: Formación del Profesorado, Educación Física en Educación Infantil, Investigación-Acción, Motricidad Infantil, Aprendizaje Inducido. Descriptores: • Formación del profesorado

Esta buena práctica expone la aplicación de un sistema de evaluación formativa y compartida (EFyC) en la asignatura de Educación Física en educación primaria, en la unidad de programación didáctica “Expertos en mimo”, que trabaja la expresión corporal. Se ha llevado a cabo en dos grupos de 3.º, de 15 y 16 estudiantes, durante el primer trimestre de curso. El modelo de EFyC utiliza la evaluación para mejorar el aprendizaje del alumnado y la calidad de la enseñanza del profesor, así como para favorecer la participación del alumnado en el proceso de evaluación y fomentar la autorregulación de su aprendizaje. Se han utilizado los siguientes instrumentos de evaluación: dianas de coevaluación, lista de control (para la autoevaluación) y escala de puntuación diferenciada (para dar el salto a la calificación). Los resultados obtenidos son positivos en relación con el aprendizaje expresivo-motriz, el desarrollo individual y social en el área, la objetividad de la evaluación llevada a cabo, la facilidad para dar el salto a la calificación, y la interrelación de contenidos curriculares con otras áreas de la etapa. Se plantean algunas consideraciones para llevar a cabo la experiencia en cualquier etapa educativa, adaptada al contexto concreto.

This best practice report presents the implementation of a formative and shared assessment (FSA) system within the subject of Physical Education at the primary school level, specifically in the didactic unit "Mime Experts,"which focuses on bodily expression. The intervention was carried out during the first term of the academic year with two third-grade classes, comprising 15 and 16 students respectively. The FSA model employs assessment as a tool to enhance students' learning and the quality of teaching, while also promoting student participation in the assessment process and fostering self-regulated learning. The assessment instruments used included peer-assessment targets, a checklist for self-assessment, and a differentiated scoring rubric designed to support the transition toward formal grading. The results were positive with respect to expressive-motor learning, individual and social development within the domain, objectivity in the assessment process, ease of transitioning to formal grading, and the integration of curricular content with other subject areas. The paper also offers considerations for adapting this experience to any educational level, tailored to the specific teaching context.

La Educación Física (EF) es una materia con gran valor pedagógico y formativo. Sin embargo, la Administración puede encorsetarla en un utilitarismo contra la inactividad física y el sobrepeso. Esta podría haber sido la principal razón de la implantación con la LOMLOE de tres sesiones de EF a la semana. Sin embargo, existen centros que dan gran importancia a esta asignatura, con una amplia visión y con una larga tradición de impartir EF diariamente. Este estudio cualitativo exploró el enfoque y el encaje legislativo de la EF en una institución escolar privada de la Comunidad de Madrid, con las etapas de infantil a bachillerato, con una sesión diaria de EF en un estudio de caso mediante las percepciones y experiencias del profesorado de EF y de otras materias. En este centro ampliaron la duración de los recreos y los destinaron a impartir EF de forma diaria, dejando a un lado la concepción habitual del recreo. Los docentes entrevistados coincidieron en que la EF es fundamental para el desarrollo integral del alumnado: hábitos saludables, rendimiento académico, bienestar, satisfacción con la EF, etc. Sin embargo, también indicaron el mayor riesgo de lesiones y desafíos organizativos, económicos y logísticos. No obstante, se expuso que el encaje legislativo de una EF diaria es sumamente viable. Considerando la situación actual, las instituciones escolares y el profesorado de EF tienen la oportunidad de demostrar la importancia y pertinencia de la EF más allá de su utilidad contra la obesidad y el sedentarismo.

Physical Education (PE) is a subject of great pedagogical and educational value. However, the administration can be constrained by utilitarianism against physical inactivity and overweight. This might have been the main reason for the implementation by LOMLOE of three PE sessions per week. However, there are schools which attach great importance to this subject, with a large vision and a long tradition of teaching PE on a daily basis. This qualitative study explored the approach and legislative fit of PE in a private school institution in the Region of Madrid, from infant to high school, with a daily PE session in a case study through the perceptions and experiences of PE teachers and teachers of other materials. In this school they extended the duration of breaktimes and used them for daily PE teaching, leaving aside the usual concept of breaktime. The teachers interviewed agreed that PE is fundamental for students' all-round development: healthy habits, academic performance, well-being, satisfaction with PE, etc. However, they also pointed to the increased risk of injury and organisational, economic, and logistical challenges. It was nonetheless argued that the legislative fit of daily PE was highly feasible. Considering the current situation, schools and PE teachers have the opportunity to demonstrate the importance and relevance of PE beyond its usefulness against obesity and sedentary lifestyles.

This article examines the impact of a continuing education seminar on Formative and Shared Evaluation (F&SA) on the research competence through the implementation of Action Research (A-R) cycles to promote educational innovation. This study is based on qualitative methodology that analyses of meetings and reports made by teachers. The results show that the seminar facilitated the transformation of the participants' educational practices, promoting significant changes in their attitudes and approaches to evaluation. In addition, it helped to develop aspects of their research competence and to generate positive perceptions about the importance of researching their own educational practice and the value of discussion and reflection. The A-R cycles, reflection and discussion helped to overcome challenges such as a lack of knowledge of F&SA practices and resistance to change. The seminar proved to be an effective space for generating transformative practices, fostering teachers' research competence and addressing emerging obstacles. It seems relevant to develop initiatives that promote the research competence of teachers linked to processes of lifelong learning and educational innovation, which contribute to quality education.

This article examines the impact of a continuing education seminar on Formative and Shared Evaluation (F&SA) on the research competence through the implementation of Action Research (A-R) cycles to promote educational innovation. This study is based on qualitative methodology that analyses of meetings and reports made by teachers. The results show that the seminar facilitated the transformation of the participants' educational practices, promoting significant changes in their attitudes and approaches to evaluation. In addition, it helped to develop aspects of their research competence and to generate positive perceptions about the importance of researching their own educational practice and the value of discussion and reflection. The A-R cycles, reflection and discussion helped to overcome challenges such as a lack of knowledge of F&SA practices and resistance to change. The seminar proved to be an effective space for generating transformative practices, fostering teachers' research competence and addressing emerging obstacles. It seems relevant to develop initiatives that promote the research competence of teachers linked to processes of lifelong learning and educational innovation, which contribute to quality education.

This paper analyzes the process of creating the assessment instruments for the Final Year Project (FYP) by education faculty based on the opinions of the lecturers. Qualitative methodology was used, with a case study design and the in-depth interview as a data collection technique. Four lecturers participated as relevant informants. The results show that: (a) the faculty decided to create the instruments due to the lack of clear assessment criteria among the lecturers in the first years (2009-2015); (b) work was carried out on three assessment instruments over two years (2015-2017): a tutor's report (without grade), a document rubric (80% of the mark), and an oral presentation rubric (20% of the mark). It is concluded that the assessment instruments were created through the necessity of the faculty to achieve a more objective and effective FYP assessment. The creation of the instruments followed some steps to encompass the degree competencies and the objectives, types, and criteria of the FYP. The paper presents the process of creating assessment instruments and the advantages of their use, specifically the treatment of rubrics as the main assessment instrument. It seems necessary to carry out further research on assessment instruments for dissertations and theses, given their proven relevance.

La evaluación es uno de los elementos más controvertidos a lo largo de la formación inicial del profesorado de Educación Física y cobra especial importancia en los Trabajos Fin de Estudios, dada la peculiaridad de la materia en las diferentes titulaciones. El objetivo de este estudio es conocer las percepciones de estudiantes de Formación del Profesorado de Educación Física sobre los procesos de evaluación final y calificación de los Trabajos Fin de Estudios. Para ello, se ha llevado a cabo un estudio de corte cualitativo con una muestra de 22 estudiantes de 4 universidades españolas identificadas como centros-diana, que realizaron su formación en el curso académico 2020-2021. Los participantes son estudiantes del Grado en Educación Primaria y del Máster de Formación del Profesorado, en ambos casos de las menciones de Educación Física. A partir de la técnica del grupo focal, tratamos de conocer la opinión del alumnado en relación al sistema de evaluación y de calificación de los Trabajos Fin de Estudios. Tras la recogida de datos se realiza un análisis de contenido de los cuatro grupos focales, a través del software “Nvivo” (Versión Release). Los resultados revelan que la evaluación de los Trabajos Fin de Estudios de las titulaciones de Educación Física es mayoritariamente sumativa y finalista. Este modelo de evaluación no contribuye a que los futuros docentes desarrollen su alfabetización evaluativa ni tampoco a que comprendan el valor de la materia para su formación profesional. Palabras clave: Educación Superior; Trabajos Fin de Estudios; Educación Física; Percepciones de estudiantes; Evaluación; Calificación. Abstract. Assessment is one of the most controversial elements throughout the Physical Education Teacher Education and is especially important in the Final Project of Studies, given the peculiarity of the subject in the different degrees. The aim of this study is to know the perceptions of students of Physical Education Teacher Education on the final assessment and grading processes of the Final Project of Studies. For this purpose, a qualitative study has been carried out with a sample of 22 students from 4 Spanish universities identified as "diana-centers", who attended their training in the academic year 2020-2021. The participants are students of the Degree in Primary Education and the Master's Degree in Teacher Education, in both cases of the Physical Education mentions. Using the focus group technique, we tried to know the opinion of the students in relation to the assessment and grading system of the Final Project of Studies. After data collection, a content analysis of the four focus groups was carried out using the "Nvivo" software (Release Version). The results reveal that the assessment of the Final Project of Studies of the Physical Education degrees is mostly summative and finalistic. This assessment model does not help future teachers to develop their assessment literacy or to understand the value of the subject for their professional education. Keywords: Higher Education; Final Project of Studies; Physical Education; Student Perceptions; Assessment; Grading.

Assessment is one of the most controversial elements throughout the Physical Education Teacher Education and is especially important in the Final Project of Studies, given the peculiarity of the subject in the different degrees. The aim of this study is to know the perceptions of students of Physical Education Teacher Education on the final assessment and grading processes of the Final Project of Studies. For this purpose, a qualitative study has been carried out with a sample of 22 students from 4 Spanish universities identified as "diana-centers", who attended their training in the academic year 2020-2021. The participants are students of the Degree in Primary Education and the Master's Degree in Teacher Education, in both cases of the Physical Education mentions. Using the focus group technique, we tried to know the opinion of the students in relation to the assessment and grading system of the Final Project of Studies. After data collection, a content analysis of the four focus groups was carried out using the "Nvivo" software (Release Version). The results reveal that the assessment of the Final Project of Studies of the Physical Education degrees is mostly summative and finalistic. This assessment model does not help future teachers to develop their assessment literacy or to understand the value of the subject for their professional education.

Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment for learning (AfL). In Spain, the most widespread approach employed in PE throughout primary and secondary education in the last 25 years has been formative and shared assessment, which clearly aligns with the AIESEP position statement. The objective of this study was to gain an understanding of the main contributions of the formative and shared assessment model in PE and PE teacher education (PETE). Four databases (ERIC, SCOPUS, WOS and DIALNET) were explored, and 51 documents were selected on which an inductive thematic analysis was conducted. The evidence obtained at different educational levels and contexts seems to show a positive influence of formative and shared assessment on learning outcomes, which has favoured the expansion of the model, especially in PETE. Research on the transfer of PETE to educational practice has indicated that adequate continuing professional development seems necessary to help teachers integrate formative and shared assessment in their PE classroom. In conclusion, this model can provide an answer to some of the current questions being raised at an international level about PE assessment, especially in relation to students’ involvement in the assessment process and its role in PETE.

The number of immigrant students has significantly increased in Chile over the past decade; this has posed new challenges for teacher education in the field of Physical Education (PE), especially in the southern macrozone of the country, where there have historically been tensions related to the recognition of cultural diversity within schools. The present study was conducted in three university campuses in the southern macrozone of Chile. The study aimed to answer the following questions: (a) What are the attitudes towards immigrant K-12 students of pre-service PE teachers, their university professors and the PE teachers who guide their practicum experiences in the placement schools?; (b) What are the perceptions of immigrant K-12 students and their parents regarding the attitudes toward foreign pupils of pre-service (who undergo practicum experience in schools) and PE in-service school teachers (who guide and give feedback on the practicum)?; (c) What are the differences and similarities between the perceptions of all stakeholders (PE in-service and pre-service teachers, their professors, immigrant K-12 students and their parents) about the effectiveness and appropriateness of university strategies preparing future PE teachers to engage with in intercultural contexts? University professors, pre-service PE teachers, and in-service PE teachers display positive attitudes towards interculturality, defined as the presence of K-12 immigrant students in schools. However, significative differences in attitudes exist between those responsible for their teacher education (university professors and in-service PE school teachers). Some K-12 immigrant students and their parents hold a critical perspective toward in-service PE school teachers (both pre-service and in-service), primarily because they perceive a lack of cultural inclusion within the classroom. There is a consensus among the majority of participants regarding the necessity to enhance teacher education concerning interculturality.