Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia
Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominanc...
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| Format: | Article |
| Language: | English |
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OVS LLC
2025-01-01
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| Series: | Physical Education Theory and Methodology |
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| Online Access: | https://tmfv.com.ua/journal/article/view/3063 |
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| author | Roger Alexander González Ramírez Enoc Valentin González Palacio |
| author_facet | Roger Alexander González Ramírez Enoc Valentin González Palacio |
| author_sort | Roger Alexander González Ramírez |
| collection | DOAJ |
| description | Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers.
Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks.
Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexible and contextualized curriculum, and prescriptive curriculum. Quantitative analysis identified a central core of representation composed of concepts such as planning, instructions, and education. The results indicate that physical education teachers conceive the curriculum in a multidimensional way, reflecting the particularities of their discipline. A tension is observed between adherence to prescriptive curricular structures and the need for flexibility to address the specific demands of physical education.
Conclusions. The study concludes that these representations are strongly influenced by the practical context of teaching physical education, suggesting the need for curricular approaches adapted to this area.
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| format | Article |
| id | doaj-art-9296d0d236304f619e56a027307eef6e |
| institution | Kabale University |
| issn | 1993-7989 1993-7997 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | OVS LLC |
| record_format | Article |
| series | Physical Education Theory and Methodology |
| spelling | doaj-art-9296d0d236304f619e56a027307eef6e2025-01-30T13:24:37ZengOVS LLCPhysical Education Theory and Methodology1993-79891993-79972025-01-0125110.17309/tmfv.2025.1.11Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, ColombiaRoger Alexander González Ramírez0Enoc Valentin González Palacio1Universidad de San Buenaventura, MedellínUniversidad de AntioquiaObjectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks. Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexible and contextualized curriculum, and prescriptive curriculum. Quantitative analysis identified a central core of representation composed of concepts such as planning, instructions, and education. The results indicate that physical education teachers conceive the curriculum in a multidimensional way, reflecting the particularities of their discipline. A tension is observed between adherence to prescriptive curricular structures and the need for flexibility to address the specific demands of physical education. Conclusions. The study concludes that these representations are strongly influenced by the practical context of teaching physical education, suggesting the need for curricular approaches adapted to this area. https://tmfv.com.ua/journal/article/view/3063social representationscurriculumphysical educationplanningcomprehensive training |
| spellingShingle | Roger Alexander González Ramírez Enoc Valentin González Palacio Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia Physical Education Theory and Methodology social representations curriculum physical education planning comprehensive training |
| title | Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia |
| title_full | Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia |
| title_fullStr | Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia |
| title_full_unstemmed | Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia |
| title_short | Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia |
| title_sort | social representations of the curriculum in physical education teachers a multi method analysis regarding teachers from copacabana colombia |
| topic | social representations curriculum physical education planning comprehensive training |
| url | https://tmfv.com.ua/journal/article/view/3063 |
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