TEACHER TRAINING IN PHYSICAL EDUCATION: AN ETHNOGRAPHIC ANALYSIS OF ASSESSMENT PRACTICES AT THE AUTONOMOUS UNIVERSITY OF ENTRE RÍOS

Lic. Cristian Agustín Kinderknecht / Lic. Benitez Juan Pablo

Abstract

This paper aims to analyze assessment practices in specific disciplinary courses of the Physical Education Teacher Training Program at the Universidad Autónoma de Entre Ríos (UADER). Using a qualitative approach based on educational ethnography, the study seeks to describe what and how assessment is conducted in these courses, to recognize continuities and ruptures
between teaching and assessment practices, and to identify the pedagogical assumptions that underpin them. The research is grounded on the premise that assessment methods in teacher education are often reproduced uncritically in schools, reinforcing traditions that perpetuate control and exclusion. This study draws on prior research that criticizes evaluation practices focused mainly on physical performance (Foglia Ortegate, 2014), highlights tensions between traditional and formative rationalities (Gil Leandro, 2020), and shows how university assessment practices are embedded in institutional power relations (Giles, 2020). Within this framework, the research seeks to problematize assessment as both a pedagogical and political device in initial teacher education, and to contribute to the construction of more inclusive and critical assessment practices that align with the contemporary challenges of education.