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El presente estudio emplea un enfoque mixto de investigacion para identificar los paradigmas educativos y habilidades deseables en el profesor a partir de la percepcion del rol docente en la 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). Se emplearon cinco preguntas del cuestionario “Concepciones de la Actividad Profesional en Formadores de Profesores y Estudiantes de Educacion Fisica” dirigidas a valorar la clase de educacion fisica y la percepcion del rol docente. Los resultados muestran el alto impacto de las experiencias previas, como alumno, en la valoracion actual de la asignatura asi como en la percepcion del rol docente; ademas, se aprecia un enfasis en los atributos personales y actitudinales del profesor por sobre aspectos de tipo metodologico, conceptual y valorico al momento de caracterizar a un buen docente. A partir de ello, es posible identificar una dualidad de paradigmas dominantes en la percepcion de rol docente expresada en donde, por una parte, se privilegia una concepcion individual y personalista del actuar en educacion fisica (sea en el profesor o el alumno) pese al reconocimiento de la dimension relacional en el proceso de ensenanza-aprendizaje y, por otra, una orientacion hacia la adaptacion e integracion al medio cultural extraescolar, asi como al aumento de la calidad de vida en tanto resultados de aprendizaje perseguidos bajo un paradigma constructivista de la educacion. Se discuten las implicancias de estos resultados para la formacion de profesionales en el area. Abstract : This study used a mixed research approach to identify teachers’ educational paradigms and desirable skills based on the perception of the teaching role in physical education of Chilean university students who begin their training period. For this purpose, a sample of 77 students from two universities (57.1% male and 42.9% females) aged between 18 and 20 years old (x: 19.2 years) was selected. Five questions were taken from the questionnaire "Conceptions of Professional Activity in Teacher Training and Physical Education Students" aimed at assessing physical education and the perception of the teaching role. The results showed the high impact of previous experiences as students in the current assessment of the subject, as well as in the perception of the teaching role; in addition, an emphasis on the personal and attitudinal attributes of the teacher is appreciated over aspects of methodological, conceptual, and value, in characterizing a good teacher. From these outcomes, it is possible to identify a duality of dominant paradigms in the perception of the teaching role expressed where, on the one hand, an individual and personalist conception of acting in physical education (whether in the teacher or the student) is privileged despite the recognition of the relational dimension in the teaching-learning process and; on the other, an orientation toward adaptation and integration into the extracurricular cultural environment, as well as an increase in the quality of life in terms of learning outcomes pursued under a constructivist paradigm of education. The implications of these results for the training of professionals in the area are discussed.

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Paradigma educativo y habilidades del profesor asociadas a la percepción de rol docente en Educación Física de estudiantes chilenos (Teachers’ educational standards and skills associated with physical education teacher’s role’s perception in Chilean stude