Influence of constructivism on evaluation in teacher training curricula in Physical Education

Abstract

The article analyzes the content prescribed in subject plans to identify the conceptions of assessment and Teacher Education in assessment in Physical Education courses in five South American countries (Chile, Colombia, Ecuador, Uruguay and Venezuela). It is characterized by being a qualitative, exploratory research, based on documentary analysis and the comparative method. The sources are 10 subject plans, and 25 bibliographies prescribed in these plans. The results show that the subjects prescribe two categories of assessment conceptions: a) the endogenous constructivists; and b) the dialectical constructivists. It concludes that the subjects have considered different assessment conceptions but aligned with the conception of Teacher Education in assessment in Physical Education courses in the countries analyzed. In addition, it points out that it is necessary to seek effective means to enhance the teaching and assessment processes, which at the same time contribute to the learning and appropriation of knowledge by future teachers about assessment conceptions, their origins, scope and advantages in the context of professional teaching practice.