LAUSR

El estudio tiene como objetivo conocer la competencia de percepcion y prevencion del riesgo del futuro maestro de Educacion Fisica mediante un estudio comparativo del riesgo percibido en los distintos niveles de formacion y especializacion del maestro, asi como las competencias de percepcion y prevencion del riesgo en la practica docente. Participaron 361 sujetos, 202 varones y 159 mujeres, estudiantes de Magisterio en la especialidad de Educacion Fisica y de Educacion Infantil de primer y ultimo curso, asi como egresados en activo, mediante el uso de dos instrumentos: “Encuesta de percepcion del riesgo” (EPR) e “Instrumento de inspeccion visual sobre competencias en percepcion del riesgo en la practica docente” (InIVCP). Los resultados no muestran diferencias significativas en percepcion entre grupos, como cabria suponer al comparar los de la especialidad con otros no especializados. Se detectan graves carencias en competencia en percepcion del riesgo en alumnado especialista de ultimo curso, confirmandose la hipotesis inicial. === This study aims to the analysis of risk perception and prevention skills in future teachers of Physical Education by making a comparative study of both the perceived risk at different teacher’s expertise levels and the risk perception and prevention skills within school practice. A total of 361 people, 202 boys and 159 girls, were included in the study, comprising either 1st and 4th year undergraduate students of Kindergarten and Primary Education studies or graduate teachers of Physical Education with over two years of experience. The research was carried out using two different tools: A “Survey on risk perception” (RPS) and the so-called “Visual check tool for risk perception in teaching practice” (VCTRP). The results do not show major differences in risk perception and prevention among groups, as you might expect from a comparative study between specialized and non-specialized Physical Education groups. A significant finding that can be drawn from the study is that over half of the decisions concerning risk perception and prevention (mostly the latter) have shown to be flawed in prospective teachers. Direct interaction situations show a more effective training while significant gaps are found in preliminary and indirect phases, thus in line with our starting hypothesis.