Initial teacher education in physical education: A case study on Law 20.903, ministerial guidelines, and curricular challenges

Abstract

Introduction: This study investigates the impact of Law 20.903 and the new national standards on initial teacher education (ITE) for physical education programs in Chile. The research aims to analyze, from the perspectives of teacher educators, the influence of these regulations on curriculum design, practical training, and the integration of pedagogical and disciplinary standards. It focuses on how these regulations affect the quality assurance processes within physical education pedagogy programs. Method: A qualitative approach was employed, utilizing focus groups with teacher educators at a university in the Metropolitan Region of Chile. This method allowed for an in-depth exploration of the teachers' perceptions regarding the new regulations. Discussion: The study discusses the balance between the standardization imposed by the regulations and the need for contextualization in the design and delivery of teacher education programs. It highlights teacher educators' challenges and tensions as they attempt to meet national standards while considering local educational contexts. Results: The findings show that while the regulations have contributed to greater coherence in curriculum design, they have also generated tensions between standardization and the need for contextual adaptation. These tensions impact the implementation of pedagogical practices and the overall quality of teacher education programs.