Theoretical conception for teacher’s upgrading of classrooms and therapeutic areas of Physical Culture
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Abstract
Introduction: this article was prepared based on the insufficiencies that are evident in the improvement process of teachers of classrooms and therapeutic areas of physical culture of the Minas municipality, which limit their preparation to develop the diagnosis and specialized care that they require patients in their rehabilitation process.
Aim: To design a theoretical conception of improvement for teachers of classrooms and therapeutic areas of physical culture in Minas municipality.
Materials and methods: theoretical level methods such as Analytical-Synthetic, Inductive-Deductive and Systemic Structural-Functional, as well as Documentary Analysis, Observation of the empirical level and the application of surveys and interviews were used to develop the research to a population made up entirely of six teachers from classrooms and therapeutic areas of physical culture of the Minas municipality, as well as managers, methodologists, and main teachers of the Sports Combine.
Results: a pertinent solution is offered for the improvement of physical culture teachers in classrooms and therapeutic areas, as a result of the dynamics between the theoretical and instrumental components of the proposed theoretical conception, which has a dynamic structure, open, flexible and contextualized, as well as emphasizing the theory-practice link, objectivity and rationality, orientation towards quality, professional ethics and training in values as guiding ideas of the pedagogical process.
Conclusions: the theoretical conception for the improvement of teachers in classrooms and therapeutic areas of physical culture, presents a systemic and organized approach, is based on the guiding principles and ideas that constitute its epistemological foundations, facilitates the professional growth of teachers and incorporates the current forms and trends of therapeutic physical culture.
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