Acceso usuarios
Esther Magaña Salamanca, Víctor Manuel López Pastor, Juan Carlos Manrique Arribas
The present study aims to examine to what extent the global academic performance achieved in the Degree/Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degreesand TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE).The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studiesregarding competency perception scales. The sample consisted of 325 participants from 34 Spanish universities:186 students and 139 graduates. In this study, a comparative correlational design was used, where one variable referred to the perception of (cross-curricular, general teaching and PE-specific teaching) competencies acquired by PSTE-PE students and graduates during their TFG/TFM, and the other one was related to the global academic performance shown by those students and graduates during their Degree/Master’s Degree studies. The results confirmed a significant relationship between the students and graduates’ global academic performance in PSTE-PE and the competencies examined (crosscurricular, general teaching and PE-specific teaching competencies): the higher the academic performance, the better the competency perception.
The aim of this study is to analyze the extent to which the overall academic performance shown in the degree/master's degree determines the degree/level of competences acquired in the Final Degree Projects (Degree -FDP- and Master's Degree -MDP-) in Pre-service Teacher Education (PTE) in Physical Education (PE).
The study considered the responses obtained from an ad hoc questionnaire, based on studies on competence perception scales. A total of 325 participants from 34 Spanish universities, 186 students and 139 graduates took part in the study.
A comparative-correlational design was carried out, linking variables of perception of competences acquired in the FDP/MDP (transversal, generic teaching, and specific teaching of PE) by students and graduates of PTE-ET and the variable related to the overall academic performance shown by these students and graduates throughout the Bachelor's/Master's degree.
The results prove the significant relationship between the overall academic performance of students and graduates in the PTE-EF and the competences studied (transversal, generic teaching, and specific teaching of PE), finding that the higher the academic performance, the higher their perception of competence.
