Changes in Student Perceptions Following a Teacher Training Program Based on Pedagogical Content Knowledge in Sports Science
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| Autores: | , , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Data de Publicação: | 2026 |
| Descrição: | This study examines the effects of a training program for teachers, based on content-specific pedagogical knowledge on students’ perceptions in sports science. A quasi-experimental pretest-posttest design was implemented, involving 423 college students, who were assessed using a 28-item Likert scale questionnaire, and the training of 14 college instructors. The intervention took place over eight weeks through in-person sessions. The results show that traditional teaching approaches persisted in 50% of cases, while the use of the conceptual teaching approach was limited to 14%. Minor pre-post intervention changes were observed in some dimensions of perceptions, suggesting that short-term training interventions may be insufficient to modify teaching approaches. |
| País: | Portal de Revistas UNED |
| Recursos: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/6362 |
| Acesso em linha: | https://revistas.uned.ac.cr/index.php/index/article/view/6362 |
| Palavra-chave: | teacher training knowledge higher education university student sports education formación de profesores conocimiento enseñanza superior estudiante universitario educación deportiva |