{"data":{"id":"10.6084/m9.figshare.8091596","type":"dois","attributes":{"doi":"10.6084/m9.figshare.8091596","prefix":"10.6084","suffix":"m9.figshare.8091596","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"Castillo-Retamal, Franklin","nameType":"Personal","givenName":"Franklin","familyName":"Castillo-Retamal","affiliation":[],"nameIdentifiers":[]},{"name":"Amauri Aparecido Bassoli De Oliveira","affiliation":[],"nameIdentifiers":[]},{"name":"Carvalho, Ricardo Souza De","nameType":"Personal","givenName":"Ricardo Souza De","familyName":"Carvalho","affiliation":[],"nameIdentifiers":[]},{"name":"Castillo-Retamal, Marcelo","nameType":"Personal","givenName":"Marcelo","familyName":"Castillo-Retamal","affiliation":[],"nameIdentifiers":[]},{"name":"Faúndez-Casanova, César","nameType":"Personal","givenName":"César","familyName":"Faúndez-Casanova","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"COMPETENCY BASED PHYSICAL EDUCATION TEACHER TRAINING: THE CASE OF A CHILEAN UNIVERSITY"}],"publisher":"SciELO journals","container":{},"publicationYear":2019,"subjects":[{"subject":"130199 Education systems not elsewhere classified","subjectScheme":"FOR"},{"subject":"FOS: Educational sciences","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Educational sciences","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2019-05-08","dateType":"Created"},{"date":"2021-03-23","dateType":"Updated"},{"date":"2019","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsSupplementTo","relatedIdentifier":"10.4025/jphyseduc.v30i1.3003","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["76601 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"ABSTRACT In Chile, the training of physical education teachers has traditionally been based on hygienist models, within the bio-metric paradigm. Due to the social changes and the needs of the country, the implementation of reflective models of professional practice in the teacher training programs in Physical Education is encouraged. At the Universidad Católica del Maule (UCM), the model of professional competences in the Physical Education program is developed, in which the possible domains of development are determined by identifying the minimum knowledge articulated transversally by performing vertical adjustments through the different semester modules throughout the formative itinerary. This proposal has been placed as a success, but the work by competencies still lacks more didactic coordination and curricular adjustments, and a continuous review, a, situation that is normal in any vocational training 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