Articulación del conocimiento teórico y práctica pedagógica en formación inicial de profesores de Educación Física

Abstract

Background: Initial Teacher Education (ITE) in Physical Education requires instructional strategies that bridge the divide between theoretical knowledge and pedagogical practice. Such strategies must foster the ability to analyze real-world scenarios, make evidence-based decisions, and respond effectively to diverse educational contexts. Objective: This study examines how the implementation of Case Study Methodology (CSM) contributes to the transfer of theoretical knowledge into pedagogical practice among Physical Education teacher candidates at a Chilean state university. Methodology: A mixed-methods action research design with a descriptive scope was employed. An intact group of eight eighth-semester students participated in three pedagogical case analysis sessions, structured across two cycles of planning, action, observation, and reflection. Data were collected through a 12-item Likert-type perception survey and an observation rubric. The analysis included descriptive statistics, exploratory internal consistency, and systematic analysis of observational records. Results: Student perceptions were highly favorable across all evaluated items (M = 4.38–4.88; SD = 0.35–0.54). The scale demonstrated adequate exploratory internal consistency (α = 0.82; ω = 0.84). Observational data revealed a progression from decisions initially dependent on instructor mediation toward more autonomous, reasoned responses grounded in pedagogical foundations. Conclusions: Case study methodology serves as a pertinent instructional strategy to enhance pedagogical reflection, decision-making, and the integration of theory and practice in ITE. However, given the exploratory and context-specific nature of this study, the findings do not establish causal effects or allow for broad generalizations.