Consenso cultural y experiencias de asesoría en la práctica formativa de estudiantes de fisioterapia en Cali / Cultural consensus and experiences of advisory for the training practice of physiotherapy students from Cali

Introducción: La práctica formativa se reconoce como el espacio donde los estudiantes articulan conocimientos, habilidades y destrezas con el conocimiento adquirido en los niveles básicos. En este proceso, la asesoría docente desempeña un papel muy importante. Objetivo: Identificar el consenso cultural y las experiencias de los estudiantes universitarios en torno a la asesoría de práctica formativa en fisioterapia. Métodos: Estudio cualitativo en el cual participaron 70 estudiantes. A 34 de ellos, de primer semestre de práctica, se les aplicó un listado libre de palabras para determinar el consenso cultural y a los 36 restantes, matriculados entre el octavo y el décimo semestres, se les convocó a la conformación de los grupos de discusión para conocer las experiencias de asesoría en práctica formativa. Los datos se analizaron a través del modelo de dominios culturales y el análisis de contenido. Resultados: El consenso cultural sobre práctica formativa en fisioterapia se fundamentó en las habilidades del asesor como el liderazgo, la ayuda, la empatía y el apoyo, las cuales valoraron muy positivamente. Mientras que las experiencias de asesoría en práctica formativa se relacionaron con el acompañamiento, la retroalimentación y el compañerismo de los asesores, valorados deficientemente. Conclusiones: El liderazgo, la empatía y el apoyo se reconocen como las principales competencias que debe tener un asesor de práctica formativa. El acompañamiento y la retroalimentación en la práctica deben permitir el desarrollo de destrezas y habilidades propias de la profesión, en un ejercicio de construcción colectiva entre el asesor y el estudiante(AU)

Introduction: The training practice is recognized as the space for students to articulate knowledge, capabilities and skills with the knowledge acquired at the basic levels. In this process, professorial advisory plays a very important role. Objective: To identify cultural consensus and the experiences of university students about advisory of training practice in physiotherapy. Methods: Qualitative study carried out with the participation of 70 students. Thirty-four of them, from the first semester of practice, were applied a free list of words to determine cultural consensus, while the other 36 students, enrolled the semester from eighth to tenth, were summoned to gather in discussion groups to know the experiences of advising about training practice. The data were analyzed using the cultural domains model and content analysis. Results: The cultural consensus about training practice in physiotherapy was based on the advisor's skills such as leadership, help, empathy and support, which they valued very positively. Meantime, advisory experiences in training practice were related to accompaniment, feedback and companionship of the advisers, poorly valued. Conclusions: Leadership, empathy and support are recognized as the main competences of a training practice advisor. Accompaniment and feedback during the practice must allow the development of skills and capabilities typical of the profession, in an exercise of collective construction between advisor and student(AU)

Learning of Teaching in the Professional Socialization in Physical Education

Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.(AU)

A aprendizagem profissional de treinadores esportivos: desafios da formação inicial universitária em educação física / Sports coaches'professional learning: challenges for the physical education initial training / El aprendizaje profesional de entrenadores deportivos: desafíos de la formación inicial universitaria en educación física

O treinador esportivo no Brasil é reconhecido como um profissional que se forma e se transforma em diferentes contextos e situações de aprendizagem. O objetivo do presente ensaio foi apresentar os pressupostos teóricos da aprendizagem profissional de treinadores esportivos e os desafios impostos à sua preparação formal no Brasil. Deste modo, são apresentadas as principais características do desenvolvimento dos treinadores, as particularidades da formação inicial em Educação Física e as sugestões para a preparação de treinadores no ambiente universitário brasileiro.

The sports coach in Brazil is recognized as a professional who is developed into different contexts and learning situations. The purpose of this study was to present the theoretical principles of sports coaches´ professional learning and the challenges for the formal preparation in Brazil. Thus, this article presents the main features of the coaches´ development, the characteristics of the initial training in Physical Education and suggestions for the preparation of sports coaches in the Brazilian university context.

El entrenador deportivo en Brasil es reconocido como un profesional que se forma y se transforma en diferentes contextos y situaciones de aprendizaje. El objetivo de este ensayo fue presentar los principios teóricos del aprendizaje profesional de entrenadores deportivos y los desafíos de su preparación formal en Brasil. Por consiguiente, se presentan las principales características del desarrollo de los entrenadores, las peculiaridades de la formación inicial en Educación Física y las sugerencias para la preparación de los entrenadores en el ambiente universitario brasileño.