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La presente investigacion tiene como proposito describir el discurso y la practica docente de aula de los profesores de Educacion Fisica en relacion con el Conocimiento Didactico del Contenido (CDC). La construccion del conocimiento didactico y consecuentemente pedagogico se genera desde las practicas escolares, produciendose un aprendizaje de conocimiento articulado y situado en la relacion entre teoria y practica, que comprende aspectos didacticos, pedagogicos, disciplinares, profesionales y practicos de la profesion docente. En este sentido, la investigacion se planteo como objetivo comprender el proceso de construccion y las fuentes del conocimiento didactico del contenido en el profesorado de Educacion Fisica de la region del Maule – Chile. La metodologia utilizada es de caracter cualitativa, toda vez que se sustenta en el paradigma interpretativo-comprensivo que busca la comprension de fenomenos complejos. En terminos de diseno, se realizaron seis entrevistas semiestructuradas a profesores de Educacion Fisica que trabajan en la Region del Maule, Chile. El proceso de codificacion, categorizacion e interpretacion permitio concluir que poseer un conocimiento de caracter disciplinar por parte del profesor, no garantiza aprendizajes de calidad para los estudiantes que participan del aula de Educacion Fisica, puesto que se requiere de un conocimiento pedagogico general, que permita al profesor planear, organizar y ejecutar situaciones de ensenanza-aprendizaje de calidad. Abstract. The aim of this research is to describe the discourse and the classroom teaching approach of Physical Education teachers in relation to the Didactic Content Knowledge (CDC). The construction of didactic and consequently pedagogical knowledge is generated from school practices, producing an articulated learning knowledge and located in the relationship between theory and practice, which includes didactic, pedagogical, disciplinary, professional, and practical aspects of the teaching profession. In this sense, the objective of this research was to understand the construction process and the sources of CDC in Physical Education teachers from the Maule region in Chile. The methodology used is qualitative, since it is based on the interpretive-comprehensive paradigm that seeks to understand complex phenomena. In terms of design, six semi-structured interviews were conducted with Physical Education teachers working in the Maule Region, Chile. The process of coding, categorization, and interpretation allowed us to conclude that even if teachers have disciplinary knowledge that does not guarantee quality learning for students who participate in the Physical Education classroom, since a general pedagogical knowledge is required, which allows teachers to plan, organize, and execute quality teaching-learning situations.

retos digital/retos

Perspectiva cualitativa en la construcción del conocimiento didáctico del contenido del profesorado de Educación Física (Qualitative perspective in the construction of didactic content knowledge in Physical Education teachers)