El proceso de toma de decisiones en la programación de la educación física en las etapas obligatorias de educación. Una aportación a la formación del profesorado

Abstract

This thesis has a double objective. On the one hand, it describes and interprets the process followed by Physical Education teachers when programming the area for any of the stages of Secondary Education. On the other, it aims at establishing a series of principles which help them take the right decisions when following this process. With this double objective in mind, the research focuses on the analysis of the different decisions the teacher takes when ellaborating and applying the programming. The analysis also takes into account the motives engendering the decisions and evaluates their adequacy and coherence. In order to do so, the decisions are contrasted to variables referring to the teacher (personal data, academic background, teaching experience), the teaching itself and the educational context where the programming develops (characteristics of the students and the educational centre, resources and so on). The research is based on the mediational paradigm which focuses on the teacher's thinking. This paradigm states that teaching should be taken as a process of planning and executing actions; that is, a process of decision making. The purpose of this research, which classifies as descriptive-interpretative, is to identify the variables which make up the process of decision making. The research is divided into two parts, a theoretical and a practical one. Each part is subdivided into chapters: six chapters make up the first part and five the second one. In the theoretical part, the first chapters deal with the determination of the scope and object of research and with the analysis of the teacher's thinking process. Next follow some general concepts about syllabus and its theories, an analysis of the Spanish Educational System curricular model, and a specific analysis of the Physical Education curriculum. The last chapters in this part refer to general planning and programming first and planning and programming of the Physical Education area later. The empirical work is accounted for in the practical framework. This part begins with the description of the research design and development and ends with the analysis of the resulting data and the establishment of conclusions. In the penultimate chapter, which constitutes the culmination of all the others, a series of orientations which define a theoretical model for Physical Education programming are given. In the last chapter, some of the limitations of the present research are exposed and new lines of research are suggested.

Date of Award	8 Oct 2001
Original language	Undefined/Unknown
Supervisor	José Tejada Fernández (Director)