Motor education in the Pre-service Teacher Education in Early Childhood Education

a proposal and analysis of an experience

Resumo

This article analyses the benefits of implementing Formative and Shared Assessment (FSA) systems in initial teacher training for early years education, specifically in relation to the following variables: (1) satisfaction with the FSA system used and the ‘Guided Learning Projects’ (GLP) methodology; (b) academic performance. To this end, the organisation and delivery of the module ‘Fundamentals of Physical Education in Early Childhood Education’, taught as part of initial teacher training for the 0–6 age group, are explained in detail. The subject combines a theoretical-practical approach with a system of Formative and Shared Assessment (F&SA). Its main strategies include Tutored Learning Projects (TLP), the use of concept maps, didactic worksheets to reflect on practices, discussion groups and a final exam complemented by peer-assessment. The results show a high level of student satisfaction with the TLP (3.84/5) and with the usefulness of the experience (4.45/5), highlighting that it significantly favours the development of professional competences (4.37/5). Likewise, it is identified that the F&SA system allows a greater interrelation between theory and practice, encourages active learning and offers constant feedback. In terms of academic performance, the continuous learning pathway shows the best results, followed by the blended pathway and the final exam pathway. These findings highlight the effectiveness of the methodological and assessment approach to comprehensive Teacher Education in children's physical and motor education.