Componentes del desempeño en la práctica profesional de estudiantes de educación física: Perspectivas y significados desde la triada formativa

Teacher training is an issue that has become important in Chile as a result of changes arising from new policies emanating from Mineduc, specifically those contained in Law 20.903, which intended to improve the training of future teachers generating a series of changes that, among others, revalued the practices in teacher training, seeking to enable the articulation between what was learned in the university and what was required in the school context. The purpose of this study is to reveal the components required for the performance of professional practice from the meanings given by tutor teachers, mentoring teachers and pedagogy students in physical education. It was methodologically oriented as qualitative research with a phenomenological design, considering for the collection of information the semi-structured interview, which was applied to a sample of subjects who met the criteria of inclusion. The results show that the meanings are oriented in three main focuses: Teacher training, pedagogical practice and training triad, which integrate a series of competencies, responsibilities and actions that must be considered for the optimal performance of professional practice in a student of pedagogy in physical education.