Performance on Standardized Pedagogical Assessments: A Sustainability-Oriented Analysis in Physical Education Teacher Education

Abstract

Initial teacher education requires assessment mechanisms capable of identifying strengths and weaknesses in professional preparation. This study analyzes the performance of students in Initial Teacher Education in Physical Education against the pedagogical standards assessed by the 2024 National Diagnostic Assessment (NDA) in Chile, examining achievement patterns and differences by sex and administrative dependency. A quantitative, cross-sectional, and correlational design was employed, based on official census data corresponding to 1035 students enrolled in Chilean universities offering this degree program. Descriptive analyses and non-parametric inferential tests were con-ducted, using the Mann–Whitney U test for comparisons by sex, and the Kruskal–Wallis test followed by Dunn’s post hoc comparisons with Bonferroni correction for comparisons across administrative dependency categories. The highest levels were observed in pro-fessional ethics (M = 0.69) and student learning and development (M = 0.57), and the lowest in respectful and well organized learning environments (M = 0.39) and curricular pedagogical content knowledge (M = 0.40). Significant differences by sex appeared only in personal and social development and professional ethics (p = 0.01; r = 0.08), favoring women. Differences by administrative dependency were significant in few standards and consistently small (r ≤ 0.14). These effects indicate that achievement is largely comparable across institutions and that the main weaknesses are systemic. Strengthening these di-mensions constitutes a challenge for the sustainability of teacher education, rather than a problem restricted to specific institutions.