Thinking about Phys Ed teacher education practices

Abstract

In order to approach the crucial issues that come about when defining what the themes for professional teacher education may be, one could identify and describe Phys Ed curricular designs, or else study the problems that come about when these designs are implemented. However, neither approach is taken in this paper, because a third, yet different perspective is put forward: that of considering several important issues running through the articulation of both curricular design and teacher education practices. At the end, we present several aspects that were brought about by a reflection and discussion process that involved a group of teacher education professors housed in the Physical Education Teacher Education Program (called Instituto Superior de Educación Física) in the Province of La Pampa, Argentina. These identified aspects, presented for debate in this paper, were the result of a process of change implemented at the end of the 90s and that is currently still taking place. KEYWORDS: curriculum – curricular practices – historical critical perspective – critical epistemological perspective