RT info:eu-repo/semantics/doctoralThesis
T1 Impacto, desarrollo y evaluación de competencias genéricas en la formación del profesorado de educación física: un estudio centrado en Chile
A1 Ojeda Nahuelcura, Rodrígo Luis Andrés
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación física
K1 Physical education
K1 Educación Física
K1 Teacher training
K1 Profesorado - Formación
K1 5802.01 Educación de Adultos
AB This doctoral thesis is structured around four scientific publications.  These address the impact, development, and assessment of generic competences (GC), also referred to as transversal competences, taking as a case study the Physical Education Teacher Education (PETE) program at a private university located in the southern Macrozone of Chile. This doctoral thesis aims to analyze the impact, development, and assessment of GC in PETE, based on a systematic review of the literature and the perceptions of graduates from a Chilean university.This doctoral thesis emerges in a context where PETE faces increasing demands to ensure the relevance and quality of training processes. Within this framework, GC have gained particular importance, as they transcend disciplinary boundaries and relate to teachers’ capacity to reflect, communicate, work in teams, solve problems, and engage in lifelong learning. However, there is limited empirical evidence regarding how GC are developed and assessed in the Chilean context.The methodology of this doctoral thesis was structured through a case study design sustained on the PETE program at the Universidad Católica de Temuco (UCT). The methodology also encompasses a mixed-methods approach that integrates quantitative and qualitative data. On an early stage, a systematic literature review was conducted following the PRISMA statement protocol, the findings of which guided the fieldwork. Subsequently, the quantitative phase included a non-experimental, descriptive-comparative, and cross-sectional study, while the qualitative phase adopted a phenomenological, descriptive, and exploratory approach aimed at gaining an in-depth understanding of the experiences and meanings attributed by graduates.The main findings show that GC are essential in PETE, as they complement specific competences (SC) and support a situated, reflective, and inclusive teaching practice. Graduates highlight the relevance of interpersonal GC, while instrumental GC, such as ICT or a second language, are perceived as less relevant, which generates curricular tensions. According to graduates and employers, the development of GC requires active methodologies, authentic experiences, and reflective mentoring, while their assessment should be formative, shared, and based on clear criteria and simulated or real situations. The study concludes that there is a need to review curricula, methodologies, and assessment systems to respond to current professional challenges.From an applied perspective, the results can guide the redesign of PETE curricula, incorporating evaluative experiences with a formative, shared, and authentic purpose aimed at fostering reflection and continuous improvement. They also point to the need to expand the use of active methodologies and practicum experiences, as they constitute privileged opportunities for the development and assessment of GC.In conclusion, this doctoral thesis provides evidence on the development and assessment of GC in PETE in the southern Macrozone of Chile, highlighting their relevance for educational quality and teacher professionalization. Furthermore, it offers practical guidance for universities and teacher education programs seeking to align their training processes with the contemporary challenges of higher education and the social demands placed on teaching.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/82714
UL https://uvadoc.uva.es/handle/10324/82714
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 14-feb-2026