Physical Education Teachers and their Integration into the Labor Market in Contemporary Argentina

Initial Data for its Problematization

Abstract

The study presents the preliminary results of the “Survey on the Education and Professional Practice of Physical Education Teachers 2024”, aimed at constructing an updated overview of the working conditions of Physical Education teachers and the ways in which they relate to their initial undergraduate training. The purpose is to contribute to continuous professional development processes and to the design of policies that strengthen and enhance career trajectories within the disciplinary field. The research, based on a quantitative approach, used a non-probabilistic sample of 269 active teachers, mostly graduates from public institutions. The results show that the school setting remains the main area of professional insertion (78.3 %), although most teachers simultaneously work in clubs, gyms, or private enterprises, revealing a scenario of multiple employment. Stable access to the educational system tends to be delayed, with tenure typically achieved seven years after graduation. Regarding training, most participants consider it to be primarily oriented toward the school context, while identifying a need for specific training to work in non-formal settings. The main labor issues highlighted include working conditions, inadequate infrastructure, and the lack of disciplinary legitimacy. Overall, the findings invite reflection on the processes of updating and reinterpreting initial teacher education in light of the diverse professional realities faced by Physical Education teachers.