Including an Adventure Education Training Program in Physical Education Teacher Education Programs

• Published in: The Journal of experiential education 2024-09, Vol.47 (3), p.358-379
• Main Authors: González-Rivas, Ramon Alfonso, Núñez Enriquez, Oscar, Marttinen, Risto, Baena-Extremera, Antonio, Zueck-Enríquez, María del Carmen, Gastélum-Cuadras, Gabriel
• Format: Article
• Language: English
• Subjects: Adventure Education; Pedagogy; Physical education teachers; Professional development; Teacher education; Teacher Education Programs; Training
• ISSN: 1053-8259; 2169-009X
• DOI: 10.1177/10538259231200583

Introduction Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semi-structured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial.