Abstract
Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.
Highlights
The perception of professional competences and real competences acquired during the physical education teacher education (PETE) can have an essential influence on the future quality of education
It is important to carry out studies to test competences in higher education [7] and to get students’ and graduates’ beliefs, as well as that of their university tutors
It was observed that the highest average in the three ggrooups ccoorreesponded to competence 12)anadndthtehseecsoencodn, dbu, tbiuntthinirdthpirladcepfloacrestfuodrensttus,dceonrtrse,spcornrdeespdotnodceodmptoeteconmcep2e1te(cnrcietic2a1l a(cbriiltiitcya)l
Summary
The perception of professional competences and real competences acquired during the physical education teacher education (PETE) can have an essential influence on the future quality of education. Education and skills acquired by university students are known to influence the workplace. Skills acquired by students during training can affect both the volume of work and the worker’s satisfaction. There is a mismatch between the skills available after initial training and the skills required at work [1]. In Spain, there are still few studies about perceived competence from students’ and graduates’ point of view. It is important to carry out studies to test competences in higher education [7] and to get students’ and graduates’ beliefs, as well as that of their university tutors
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