Evaluación en Educación Física: Análisis comparativo de estándares disciplinares de la formación inicial docente en Chile

Abstract

Over the last decade, pedagogical and disciplinary standards have become consolidated as central references guiding initial teacher education (ITE) in Chile. In Physical Education (PE), these documents have defined expectations regarding teachers’ knowledge, competencies, and assessment practices. The transition from Standard 6 (2014) to Standard C (2021) has raised questions about the conceptual and pedagogical evolution of the assessment approach in this field. The objective of this study was to comparatively analyze both standards by examining their discursive formulations and the meanings attributed to assessment. A qualitative empirical study was conducted, based on a systematic documentary analysis of the current regulatory frameworks. The methodology included intensive reading, open coding, category construction, and the identification of verbs, contents, and conditions associated with each criterion. The results reveal a normative shift toward more comprehensive and context-sensitive language in Standard C, emphasizing the multidimensional nature of motor performance, critical analysis, and metacognition. However, ambiguities were identified in its theoretical grounding and operationalization, which hinder its coherent implementation in initial teacher education. The study concludes that this normative change reflects an epistemological dispute between performance-centered approaches and learning-oriented proposals, shaping a scenario of incomplete transition that calls for further analysis of how standards are appropriated and translated into curriculum redesign processes and university-based teacher education practices.