Transformation of Physical Education towards Educational Quality at ISFODOSU, Luis Napoleón Núñez Molina Campus, Dominican Republic
DOI:
https://doi.org/10.56200/mried.v3i9.10238Keywords:
University curriculum, Quality physical education, Teacher education, Educational inclusion, Teacher trainingAbstract
The objective of the study was to analyze the perception of future teachers of ISFODOSU, Luis Napoleón Núñez Molina campus, on Quality Physical Education (QPE) and its integration in the different curricula. A qualitative approach with methodological triangulation was used, combining semi-structured interviews and documentary analysis of four formative programs: Biology, Physical Education, Primary Education and Mathematics. The analysis was carried out by means of thematic coding with ATLAS.Ti software, which made it possible to identify emerging categories and establish comparisons by career. The results show a general understanding of the concept of OBE, with greater theoretical and practical appropriation in the Physical Education and Elementary Education careers. Interdisciplinarity, collaborative work and curricular contextualization were identified as facilitating strategies. However, obstacles such as lack of resources, rigidity of the curriculum and limited specific teacher training, especially in Biology and Mathematics, were pointed out. It is concluded that QPE has a positive impact on the integral development of students and on the training of teachers committed to inclusion and equity. It is recommended to strengthen initial training, review curricula and continue with qualitative research to broaden educational voices.
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