Percepciones de futuros docentes de Educación Física acerca de la formación y la profesión: un estudio en Chile y en Portugal

Introduction: Professional identity as an object of study has allowed for the identification of elements that enhance the construction of an identity mark in the development of future teachers, in accordance with educational systems in a politically, economically, and socially changing context. Objective: to understand the perception of future Physical Education teachers in Chile and Portugal focusing on their experience during professional practice within the initial teacher training process. Methodology: A quantitative study was conducted, with a non-probabilistic and convenience sample, using a descriptive design. It included 269 students from both countries who were in their final training stage. An adapted and validated questionnaire was used, composed of six dimensions: characteristics of the study participants, training agents, teacher education, teacher functions, motivation for teaching, and conceptions about the process of teaching and learning. Discussion: The tensions between the proposals arising from the universities themselves and the obligations imposed by public policy through accreditation processes, which constitute accountability policies with significant consequences, are evident. Results: In both Chile and Portugal, teachers play a key role in the education of students, although with different approaches. The importance of teamwork and practical experiences based on universal values is highlighted. Intrinsic motivation to teach is higher than extrinsic motivation in both countries, and constructivist approaches surpass traditional ones; however, the national context influences motivation to teach, showing differences between Chile and Portugal.