Investigación formativa en Educación Física. Revisión sistemática

Introduction: The development of formative research in the initial teacher training of university Physical Education students is unknown. Objective: To analyze the development of formative research in the initial teacher training of Physical Education students. Methodology: A qualitative research approach was used, employing the Prisma method. A search was conducted in the databases Ebsco Dialnet, Scopus, Web of Science, and Scielo. 170 studies were identified, 22 of which met the criteria based on the relevance of their objectives, methodological clarity, and contribution to the object of study. Results: Diversity was found in the way formative research is understood and applied in initial teacher training in Physical Education. A general consensus was reached regarding its pedagogical and formative value. Methodological proposals included Participatory Action Research, Inquiry-Based Learning, Problem-Based Learning, and Project-Based Learning. A lack of systematization was found in the research training, along with gaps between training and context, a deficiency in problematizing realities, and the influence of the teacher's research performance level. Discussion: Formative research is essential to strengthen teacher training in Physical Education, but its implementation remains limited by curricular and methodological gaps. Conclusions: There is a growing interest in studying research competencies in teacher training; however, few studies have been published on formative research for future Physical Education teachers.