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Perceptions of Professional Competences in Physical Education Teacher Education (PETE)

Author

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  • Sonia Asún

    (Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain)

  • Miguel Tomás Chivite

    (Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain)

  • Mᵃ Rosario Romero

    (Faculty of Health and Sport Sciences, University of Zaragoza, 22001 Huesca, Spain)

Abstract

Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.

Suggested Citation

  • Sonia Asún & Miguel Tomás Chivite & Mᵃ Rosario Romero, 2020. "Perceptions of Professional Competences in Physical Education Teacher Education (PETE)," Sustainability, MDPI, vol. 12(9), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3812-:d:355083
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    References listed on IDEAS

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    1. Allen, Jim & van der Velden, Rolf, 2001. "Educational Mismatches versus Skill Mismatches: Effects on Wages, Job Satisfaction, and On-the-Job Search," Oxford Economic Papers, Oxford University Press, vol. 53(3), pages 434-452, July.
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    Cited by:

    1. Chul-Min Kim & Eun-Chang Kwak, 2022. "An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea," Sustainability, MDPI, vol. 14(13), pages 1-17, July.
    2. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    3. Elsa Santaolalla & Belén Urosa & Olga Martín & Ana Verde & Tamara Díaz, 2020. "Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project," Sustainability, MDPI, vol. 12(17), pages 1-23, August.

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