The development of professional competencies in the practicum of pedagogy in physical education: case study at the Universidad de los Lagos

In recent years, there has been a lot of reflection on the renewal of approaches in initial teacher training, which is due to the broad consensus regarding the transformations that have occurred in the socio-professional environment, such as available information and the speed of its renewal, the fourth industrial revolution and artificial intelligence, migrations due to political conflicts, inclusion and gender equality, inequality and poverty, environmental pollution, among other issues. An initial teacher training is outlined that is capable of developing competencies in teachers for the 21st century, because it belongs to the educational institution that provides citizens with the tools to develop with equal opportunities in society. Initial teacher training by competencies represents a formative approach that Chilean universities have established to structure the curricular framework of their degrees. Competency-based training, and determined learning outcomes, aim to guide university training with a professionalizing approach in which degrees must link knowledge to didactics and these necessarily to the phenomena of professional contexts. In this formative approach, teachers are socially committed to education, which is induced through reflection on practice with a broad view from the analysis of the causes of the most common problems to the manifestation itself of the competence itself, this training linked to the real problems of educational centers has fostered experiences for its development. Professional teaching competencies are developed in educational centers with a dynamic character, in action, activating them, manifesting them, in this sense there is no other professional scenario that brings together the characteristics of Practicum because teaching is teaching as long as there are students, which determines the composition and development of the professional profile and identification with the profession. For the reasons stated above, we consider it pertinent to carry out this research, following the international trend that analyzes the development of professional teaching competencies from a self-controlled perception during the Practicum period, a traditional line of studies in education oriented towards analysis of teaching work and professional relationships that can enhance training provided by center contexts.