Didactic methodologies in dance teaching in Physical Education: analysis of practices and tensions in Ecuadorian teacher training
DOI:
https://doi.org/10.56200/mentor.v5i4.13292Keywords:
Active methodologies, Physical Education, Dance, teacher training, competency-based curriculumAbstract
Dance instruction in Physical Education was considered relevant because of its relationship with body expression, interaction, and the pedagogical organization of learning. The study aimed to characterize the didactic methodologies and theoretical-methodological foundations valued by Physical Education teachers for the teaching and learning of dance content in the Metropolitan District of Quito. A quantitative, descriptive, non-experimental, cross-sectional study was conducted with 108 teachers selected through non-probability convenience sampling. An ad hoc structured questionnaire was administered, validated through expert judgment, and showed an internal consistency of 0.84. Data were processed using descriptive statistics in SPSS version 26. The results showed greater acceptance of the play-based methodology from games to dance, at 77.8%, followed by the theoretical-practical workshop, at 73.1%, and cooperative learning and active techniques, at 72.2% each. Among the theoretical-methodological foundations, techniques reached 73.2% and methods 73.1%. It was concluded that teachers mainly valued playful, practical, and cooperative alternatives, together with operational components of teaching, which indicated the need to strengthen the articulation among models, methods, techniques, and didactic organization.
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Copyright (c) 2026 Edison Fabián Analuisa Analuisa, Marlene Margarita Mendoza Yépez , Cristina Paola Cáceres Sánchez , Giovanny Capote Lavandero , Jorge Luis Mateo Sánchez , Vanessa Alexandra Castillo Castillo
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