Relationship between dance proficiency and the professional training of Physical Education teachers
Keywords:
dance, professional training, Physical Education, teaching competencies, reflective practiceAbstract
The professional development of physical education teachers faces the challenge of integrating expressive-communicative content such as dance, especially since the implementation of Curriculum Block 3, Expressive-Communicative Body Practices, in the Ecuadorian curriculum. This study aimed to determine the relationship between dance proficiency and the professional development of physical education teachers who graduated from the Central University of Ecuador (2012-2018) and work in the Metropolitan District of Quito. A non-experimental, cross-sectional, and correlational study was conducted with a sample of one hundred teachers, using a survey and processing the data with SPSS version 26. The results show that the training received prioritizes technical-cultural content such as national rhythms and body expression over pedagogical-methodological content. The most valued methodologies are play-based learning, theoretical-practical workshops, and cooperative learning. A group of teachers expressed resistance to working with emotional dimensions such as moods and sensations. The main limiting factors are the lack of ongoing professional development courses and insufficient initial teacher training. The results show a moderate and statistically significant positive correlation between professional teacher training and pedagogical mastery of dance (r = 0.46; p < 0.05).
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Copyright (c) 2026 Jorge Luis Mateo Sánchez, Edison Fabián Analuisa Analuisa, Marlene Margarita Mendoza Yépez, Giovanny Capote Lavandero
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