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espanolLa vocacion docente es un contenido del curriculo oculto, ya que al momento de decidir la profesion de pedagogia, este componente construido desde la subjetividad no participa formalmente del proceso de la toma de decision; no obstante, esta situacion no le resta importancia, pues el deseo por el cual una persona decide ser educador tiene un importante significado para el futuro profesional docente. Este estudio tiene como proposito categorizar los deseos que influyeron en la eleccion de la carrera de Pedagogia de Educacion Fisica en la Universidad de Playa Ancha, Valparaiso, Chile. La investigacion responde al enfoque cualitativo y sus participantes, veinte estudiantes (12 hombres y 8 mujeres), quienes cursan el tercer semestre academico. Los datos fueron recopilados por medio de la tecnica del cuestionario no estructurado y el grupo focal, estos dieron paso al analisis de los datos mediante la teoria fundamentada y se utilizo como soporte de la informacion el programa Atlas.ti 7.5. Los resultados presentan cuatro familias: a) Formacion personal del alumnado, b) influir en la comunidad, c) mejorar factores de riesgo social, y d) satisfaccion personal. Se concluye que el estudiantado al momento de decidir su profesion, deseo ser actor social con poder de transformacion social, ocupando los espacios educativos institucionales, como los espacios educativos comunitarios, con un gran enfasis en contrarrestar las problematicas de salud que han vivenciado y/o identificado por medio de la historia de vida personal. Se recomienda que el personal docente universitario integre los deseos vocacionales del alumnado en su formacion. EnglishTeaching as a vocation pertains to the hidden curriculum. When one decides to enter teaching, this considered to be a more subjective component since it does not formally influence our decision to become teachers and should not be deemed as less important for that reason. The reasons why someone decides to become a teacher is very important for the future of that person’s career. The objective of this study is to classify the different aspirations among the students participating in the study, that influenced their decision to become Physical Educations teachers and major in that field at the University of Playa Ancha in Valparaiso, Chile. The study focused on qualitative aspect of twenty students (12 males and 8 females) currently attending classes during the third semester of the academic school year. The data was gathered using a non-structured questionnaire and a focus group and later analyzed through a Grounded Theory approach. Atlas.ti 75 software was used. The results presented four classifications: a) the students’ personal background, b) influence on the community, c) improvement of social risk factors and d) personal satisfaction. It can be concluded that when students decide to major in this field, they wished to be a social stakeholder with the power of social transformation, occupying positions at educational institutions, such as community educational areas and a great emphasis to counteract healthcare problems experienced or identified though their staff. It is recommended that university faculty include the vocational aspirations of the students as part of their training.

Deseos vocacionales que incentivan a la formación docente en Educación Física