Analysis of the methodological preferences of Galician Physical Education teachers in Preschool and Primary Education according to gender and years of teaching experience

Physical Education presents a certain diversity of methodological approaches on the part of the teachers who teach it, given its eminently practical nature. The aim of this study was to determine the possible influence of gender and years of teaching experience on the methodological preferences of Preschool and Primary Education teachers who teach the subject of Physical Education in Galician schools. The sample consisted of 205 schoolteachers, 57 of whom were women (27.8%). Data was collected through the validated questionnaire on teaching styles in Physical Education (EEEF). The results obtained showed statistically significant differences in the gender factor in the individualizing (p < .001), cognitive (p < .001) and creative (p <.001) styles. In terms of years of teaching experience, statistically significant differences were found in the traditional style (p < .001), in the individualizing style (p = .006), in the style that encourages student participation and socialization (p < .001), in the cognitive style (p < .001) and in the creative style (p = .045). It is concluded that teachers with fewer years of experience show a greater preference for methods of individualization of teaching, socialization, student participation and methodological approach that encourages creativity. The traditional methods are mostly accepted in all stages of professional experience, being higher when in the band of teachers with 6 to 11 years of experience. For their part, teachers opt more for individualising, cognitive and creative styles than female teachers, although in both cases they use traditional styles. These results help to improve teacher training plans by establishing strategies that address different perspectives and methodological approaches, thus taking advantage of the benefits of each.