Against the hegemony of competencies: Students' and teachers' perceptions of teacher training in physical education

Abstract

A decade ago, higher education opted for a change in the teaching and education model with the implementation of study programs based on the definition of generic and specific competencies. This article seeks to establish (from an interpretive perspective) how teachers and students perceive such change, focusing on competencies assessment in studies related to PE teaching in primary and secondary education. The information analyzed was generated in two discussion groups (teachers and students) focused on competencies assessment. Main conclusions include the observation of a lack of a culture of working by competencies, which implies the presence of traditional parameters of assessment that focus on grading learning rather than facilitating it. Additionally, there exists a demand, especially on the part of students, for teaching techniques that are closer to real life situations, which would allow for a more authentic and effective competencies development.