Teaching methodologies of the New Mexican School: satisfactions and challenges in physical educator practices

Abstract

The implementation of the didactic methodologies proposed by the New Mexican School represents a challenge for pre-service physical education teachers due to the inherent complexity of teaching and learning processes and the need for students to recognize themselves as active participants in their learning. These methodologies aim to promote meaningful educational experiences linked to the students’ context and reality, fostering the comprehensive formation of citizens capable of participating critically and responsibly in society. However, in practice, the pedagogical strategies frequently employed often reflect a traditionalist approach, limiting the effective application of innovative proposals. This study was conducted using a descriptive cross-sectional design with a purposive sample of seventh- and eighth-semester students in the Bachelor’s Degree in Physical Education, aiming to analyze how future professionals perceive and apply these methodologies during their professional practices. Findings reveal that pre-service physical education teachers experience both satisfactions and challenges in developing teaching and learning processes. Among the satisfactions are the opportunity to interact with students more dynamically, promote meaningful learning, and observe advances in students’ active participation. Among the challenges are difficulties in adapting methodologies to the school context, resistance to change in relation to traditional approaches, and the management of time and resources during practice. These results highlight the importance of strengthening teacher training to ensure the effective implementation of innovative methodologies and promote student-centered learning.