Experiences of the students of the pedagogy career in physical education with transgender people in their professional practice

The study aimed to explore the experiences and perceptions of 5th-year students in the Physical Education Pedagogy program regarding their interaction and work with transgender individuals during their professional practice at a university in Santiago, Chile. Methodology: The research adopts a qualitative approach, with data collection conducted through a focus group consisting of 6 Physical Education Pedagogy students with experience working with transgender individuals in their professional practice. The questions were divided into five dimensions: contextualization, direct experiences, adaptations and strategies, feedback from transgender students, and best practices, each with a maximum of up to two questions. Results: Prospective teachers encounter no significant difficulties or issues when conducting classes with transgender students, as they seamlessly integrate into activities. Additionally, participants note that their knowledge is acquired through personal and professional experiences. In conclusion, prospective teachers express that there is no difference among students and that they do not employ different methodologies for transgender individuals. Finally, it is suggested to incorporate mixed activities in physical education classes and strive to use gender-neutral language to promote a more inclusive education.