CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ.
Sec. Higher Education
This article is part of the Research TopicFaculty at the Forefront: Innovation and Inclusion in Higher Education TeachingView all 3 articles
Development of the Teaching, Scientific Research and Public Engagement Model in the Physical Education Pedagogy program at the Universidad de Las Américas, Chile
Provisionally accepted
- 1AFySE Group, Research in Physical Activity and School Health, School of Physical Education, Faculty of Education, Universidad de las Américas, Santiago, Chile
- 2University of the Americas (UDLA), Granados, Chile
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The convergence of the mission functions of an academic program must enable learning objects to be graspable, situated in the reality of professional teaching, foster bidirectionality, and respond assertively to the demands of a constantly changing society. The main objective of this study was to design a model for articulating teaching, research, and engagement with the environment for the Physical Education Pedagogy program. We position ourselves from a qualitative perspective; its design is non-experimental, with a phenomenological-hermeneutic methodological approach and an exploratory-comprehensive scope. Its depth is also applicative and prospective, allowing for the unification of procedures and simultaneous impact on the objects and subjects of reality during initial teacher training. The tools used were documentary analysis and the design of analytical matrices. The results show that the integration of these functions strengthens students' professional development, promotes pedagogical reflection, and generates a bidirectional and meaningful connection with school communities. It would be a new way of integrating mission functions that were previously seen as separate or only incipiently articulated. In this way, it contributes to situated and transformative initial teacher training. The model is designed as a replicable and adaptable tool to strengthen training coherence in initial teacher training programs.
Keywords: investigation, Physical Education, Public Engagement, teacher training, Teaching
Received: 24 Nov 2025; Accepted: 12 Jan 2026.
Copyright: © 2026 Valdivia-Díaz, Castillo-Paredes and Olivares-Arancibia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jorge Valdivia-Díaz
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