Abstract

Public policies in Higher Education and especially those that have determined Initial Teacher Training in recent decades in Chile, have mainly aimed at improving the quality of teacher training. Within these actions are the curricular innovations, which marked the transition from a traditional curricular model to a competency-based curricular model. Despite these modifications, there is no evidence on how these curricular innovations have materialized in the classroom. The objective of this study was to analyze the conceptions and pedagogical practices implemented under the curricular model based on competencies in the teaching-learning processes of Initial Teacher Training, according to students of the Pedagogy Career in Physical Education of traditional University in the region of Valparaiso, Chile. The sample is constituted by 341 students of the Physical Education Pedagogy career. To obtain the results, a Likert-type scale questionnaire was carried out for students. The results indicate that in the career of Pedagogy in Physical Education of traditional University in the region of Valparaiso, Chile, the students recognize to a greater extent that the pedagogical practices of design, management and evaluation of teaching based on the competency-based approach are implemented. more frequently during their professional training. Finally, it can be concluded that it is necessary to advance in instances of monitoring and follow-up of the implementation of the curriculum and unite criteria among the academic body, so that the pedagogical practices of the competency-based curricular model are implemented in all dimensions of teaching.