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El presente estudio emplea un enfoque mixto de investigacion para analizar las teorias implicitas y modelos de formacion subyacentes a la percepcion del rol asociado al profesor de Educacion Fisica en estudiantes universitarios chilenos que comienzan su periodo de formacion. Para ello, se utilizo una muestra de 77 alumnos pertenecientes a dos universidades (57,1 % de sexo masculino y 42,9% de sexo femenino) con edades entre los 18 y los 20 anos (x: 19,2 anos). Los resultados mas significativos revelan la alta influencia de la experiencia previa en la valoracion de la asignatura y en la percepcion del rol docente asi como un enfasis en atributos personales y actitudinales del profesor por sobre aspectos metodologicos, conceptuales y valoricos. A partir de ello, se observa el predominio del modelo pedagogico y la teoria educativa como teoria implicita subyacente a la percepcion de rol docente y, con ello, el enfasis en un modelo practico de formacion para poder abordar de mejor forma la expectativa laboral ligada a la docencia. Se analizan las implicancias y desafios que tal realidad conlleva para las universidades y centros de formacion en la disciplina. Abstract . The present study used a mixed approach of research to analyze the implicit theories and models of formation underlying the perception of the role associated with physical education teachers in Chilean university students who begin their period of training. Therefore, a sample of 77 students (57.1% male, 42.9% females) from two universities, aged between 18 and 20 years old (x: 19.2 years), was selected. The most significant results revealed high influence of previous experience on the evaluation of subjects and on the perception of the teaching role, as well as emphasis on teachers’ personal attributes and attitudes above methodological, conceptual, and value aspects. Based on that, there is a predominance of the pedagogical model and of the educational theory as implicit theories underlying the perception of teachers’ role and, alongside, an emphasis on practical formation models so to better approach work expectations related with teaching. The implications and challenges that such reality entails for universities and training centers in the discipline are analyzed.

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Teorías implícitas y modelos de formación subyacentes a la percepción de rol del profesor de Educación Física (Implicit theories and models of formation underlying the perception of the role of physical education teachers)