Physical Education teacher's perception of the technical support provided to teachers

Abstract

Technical-pedagogical support constitutes a key strategy for strengthening teaching practice in the field of Physical Education. The aim of this study was to analyze the impact of technical-pedagogical support on the quality of teaching practice in Physical Education. The study was conducted using a qualitative approach, with a non-experimental and descriptive design. Ten participants from Educational District 02-06 San Juan Oeste took part in the study, divided into two groups: Physical Education teachers and district-level technical staff. The results show that although technical-pedagogical support is discursively perceived as flexible and oriented toward professional support, manifestations of teacher tension persist, associated with fear of evaluation and previous experiences of traditional supervision. Furthermore, the formative effectiveness of the support process is limited not by curricular rigidity, but by the perception of feedback that is overly general and insufficiently transferable to pedagogical practice. It is concluded that the effectiveness of technical-pedagogical support in Physical Education depends fundamentally on the transformation of the technician’s role from supervisor to advisor, as well as on the pedagogical quality of situated, practical, and contextualized feedback. These findings provide relevant empirical evidence for the design of support models that are more consistent with the real needs of teachers.