Prácticas pedagógicas de un profesor eficaz en la Formación Inicial de profesores y profesoras de Educación Física, según académicos y estudiantes

In Chile, Initial Teacher Training has gained special relevance in recent years, since the preparation of future education professionals has a direct impact on the quality of teaching. Objective. to identify the degree of importance of the teaching attributes and competencies qualified as effective in the initial teacher training of physical education teachers, according to the perspective of academics and students. Material and methods. Participants were 250 students from 1st to 5th year of initial teacher training in Physical Education Pedagogy at a University in the region of Valparaíso, Chile; and 19 academics (as) who teach disciplinary subjects in the curriculum. A questionnaire on best teaching practices in Higher Education, associated with academic excellence and teaching effectiveness, was applied. Results. It was evidenced that there is agreement between academics and students in the assessment of pedagogical practices that favor interactive and participatory classes, however, the students attribute less importance to all those pedagogical practices associated with the construction of relationships and insight. intrapersonal. Conclusion. The academics (as) value to a greater extent those effective pedagogical practices associated with the establishment of norms, responsibility and generation of the classroom climate, while the students give a greater value to the effective pedagogical practices related to the constant updating of content, preparation of contextualized evaluations and the commitment to teaching shown by their teachers.