Relationship between the time of realization of the teacher internship and the pedagogical concerns of physical education students from Uruguay
DOI:
https://doi.org/10.17533/udea.efyd.v33n2a09Keywords:
Teacher Education, School Physical Education, Teacher Internship, Trainee Students, Pedagogical Concerns.Abstract
The aim of the study was to analyze the relationships between the pedagogical concerns reported by Physical Education trainee students of the third grade groups of Physical Education Graduation from Uruguay, according to the time of realization of the teacher internship. It was used a descriptive exploratory method and a cross section with quantitative approach. In data collection was utilized the “Teachers Concerns Questionnaire” and a social-demographical questionnaire. For data analysis was used different statistical tests, as: Chi-Square for Single Group, Chi-Square, Fisher´s Exact Test, Likelihood Ratio, Multinomial Logistic Regression y Test U Mann-Whitney. It is highlighted that in all the analyses was adopted a confidence level of 95% (p<0,05). The results showed that evaluating the relationship between the time of realization of the teacher internship and the pedagogic concerns, only the “Task” dimension had a significant association. The detailed analysis evidenced that the students who was doing teacher internship till 6 months had 2,89 more chances of having low concern with the Task dimension, comparing with the students who were doing teacher internship as minimum since 7 months. Finally, it is observed the necessity of evaluating the students concerns according to different variables which could interfere during the teacher internship, and consequently, could influence the professional evolution of the student during the teacher internship.
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