Efecto del aprendizaje basado en problemas en la autoeficacia docente en didáctica de la Educación Física

초록

Introduction: In the context of higher education, active methodologies have gained relevance as strategies to strengthen not only learning but also professional variables such as teacher self- efficacy. Objective: This study aimed to examine the effect of a teaching plan based on Problem-Based Learning (PBL) on teacher self-efficacy in university students from different majors. Methodology: A quantitative approach with a quasi-experimental pretest-posttest design was adopt-ed. Participants were students enrolled in teacher training programs in the area of phys- ical activity. The intervention took place in the Physical Education Didactics course. Self-efficacy was assessed using the Teachers’ Sense of Efficacy Scale (TSES), ad-ministered before and after the program. The analysis included descriptive statistics, the Wilcoxon signed-rank test, and a mixed ANOVA to examine changes over time and between groups. Results: Self-efficacy scores showed a significant in-crease after the intervention (p < .001). This pattern was maintained both on the overall scale and in its dimensions. The ANOVA confirmed a main effect of time, F(1,144) = 1335.04, p < .001, η² = .773, along with a significant interaction between time and career. Discussion: The results suggest that PBL contributes significantly to strengthening the percep- tion of teacher competence, consistent with recent studies on active learning methodologies. Conclusions: The implementation of PBL is associated with substantial improvements in teacher self-efficacy, which supports its integration into initial teacher training processes.

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