Training in Neuroeducation for Physical Education Teachers
DOI:
https://doi.org/10.59343/yuyay.v5i3.68v78Keywords:
Neuroeducation, Physical Education teachers, continuing teacher education, professional development, collaborative learningAbstract
Neuroeducation training in Physical Education remains an underexplored field, largely due to traditional conceptions of the discipline and the limited availability of specialized professional development opportunities. In response, a synchronous online course was implemented for Physical Education teachers to deepen their understanding of neuroscientific findings, neuroeducation principles, and to promote continuing professional development. The methodological approach consisted of a qualitative instrumental case study design. Discourses were collected through reflective activities conducted before, during, and after the training intervention. The compiled texts were analyzed using inductive thematic analysis supported by ATLAS.ti. The findings indicate that the continuing education course consolidated a conceptual foundation regarding evidence-based pedagogical strategies, fostered the revaluation of Physical Education as an interdisciplinary field, validated the feasibility of synchronous online modalities for professional updating, and promoted reflective practice as a tool for continuous improvement through learning communities. Furthermore, collaborative peer networks emerged as facilitators of peer learning. These findings suggest the relevance of neuroeducation in continuing teacher education processes to enrich professional discourse and support evidence-based learning.
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