Abstract

The development of vocational training has been great influence situated in the labour context, the demands and tasks inherent to the different professions have permeated vocational training, modifying curricula and syllabuses. Objective. To understand the conceptions of the implementation of the competency-based curriculum model in Physical Education teacher training, as seen from the perspective of curriculum managers at universities in the Valparaíso Region, Chile. Methods: A qualitative approach with a phenomenological design was used, with the participation of five key informants selected intentionally and conveniently. The information was collected through the application of a semi-structured interview. Results: The informants recognise that there is no monitoring and follow-up mechanism that provides certainty about the implementation of pedagogical practices that are consistent and coherent with the curricular model. A predominance of traditional teaching strategies is identified, as well as of evaluative practices by the academic body, this being the dimension that causes the greatest tensions. Conclusions: the implementation of the competence-based curriculum must progress from the inspection of documents to the accompaniment of teachers in order to ensure curricular coherence and consistency.