Abstract
The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the "Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education" (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students' sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.