Initial training of physical education teachers: barriers that challenge university professors

This study focuses on the obstacles faced by university Physical Education faculty in the initial training of the teaching process, after the educational reforms implemented in the Dominican Republic. A qualitative approach was used. The research problem was approached from the interpretive paradigm through the phenomenological method. The population under study belongs to four public sector university campuses. The sampling is intentional non-probabilistic according to certain inclusion criteria that collects information from 16 teachers. An in-depth interview technique was used, and to reduce the data, a system of predetermined categories was used. The ATLAS.ti 9 software was used to manage the collected information. The results indicate that the barriers of greatest abstraction are the facilities and resources for teaching. From this, demotivation arises as a barrier that affects faculty members' good performance, originating from teaching classes in decontextualized spaces that do not correspond to the nature of the subjects. Similarly, there is evidence of a reduction in the time assigned to teaching. In conclusion, the learning of future Physical Education teachers is conditioned to the adaptations of time and resources made by their professors for the development of teaching.