Estilos de enseñanza (des)motivadores: el modelo circunflejo aplicado a la Educación Física
Resumen
Los estilos de enseñanza del profesorado son un factor importante que influye en la motivación del alumnado, siendo la Teoría de la Autodeterminación (TAD) una de las teorías más utilizadas en las últimas décadas para analizar la motivación en diferentes espacios físicos y contextos educativos. El objetivo general de este estudio es analizar, con base en la TAD y el Modelo Circunflejo, los estilos de enseñanza (des)motivadores del profesorado de Educación Física en centros educativos. Para ello, se utilizó una revisión teórica sobre el tema como método para incorporar conceptos de la TAD y el Modelo Circunflejo. Los hallazgos del estudio revelaron un número significativo de artículos científicos que ofrecen un buen nivel de fiabilidad para cada uno de los cuatro estilos de enseñanza (des)motivadores del Modelo Circunflejo. Esta evidencia representa un avance significativo en la comprensión de los estilos motivadores y desmotivadores adoptados por el profesorado en el aula, ofreciendo un enfoque analítico integrado y refinado. Esta propuesta resalta la necesidad de una comprensión más completa y precisa de cómo se interrelacionan los diferentes estilos de enseñanza. Al mismo tiempo, el modelo permite distinguir matices dentro de cada categoría. Para ello, el Modelo Circunflejo utiliza una estrategia analítica descriptiva que amplía la capacidad de interpretar las prácticas docentes, contribuyendo a una comprensión más compleja y contextualizada del fenómeno educativo. Las percepciones del profesorado sobre los estilos de enseñanza adoptados pueden influir en su forma de pensar sobre sus intervenciones profesionales.
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