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1.
The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools. 相似文献
2.
本研究旨在探讨高校体育教师面对不同授课对象时,价值取向对课程决策的影响.教育价值取向是本研究的理论基础.本研究主要解决三个问题:在体育课中,教师对学生的学习目标和期望是什么?为什么教师重视这些目标?学生对项目目标和期望的理解程度如何?数据收集来源于课堂观察、课后访谈以及价值取向问卷量表,数据分析运用持续比较的方式进行.... 相似文献
3.
Teachers’ beliefs have a considerable impact on their instructional styles, methods, objectives and curricular organization. The primary purpose of this study was to investigate the influence of two preservice teachers’ (PTs’) value orientations on their interpretation and delivery of sport education (SE). A secondary purpose was to describe possible changes and development of PTs’ value orientations while teaching SE. Data were collected while they engaged in their final student teaching experience using a variety of qualitative techniques. These were analyzed using standard interpretive techniques. Results indicated that their disciplinary mastery focus strongly influenced the type of SE seasons they delivered. In addition they revealed that the PTs broadened their beliefs about their teaching toward the end of student teaching to the extent that they expressed interest in goals related to and used pedagogies consistent with social reconstruction, social responsibility and self-actualization value orientations. 相似文献
4.
This study examined the extent to which physical educators made consistent decisions regarding goals for student learning within five educational value orientations. The research examined value orientations within hypothetical educational situations as represented by a paper and pencil inventory. Ninety physical educators in three school districts in the midwest completed the Value Orientation Inventory (VOI). Total scores from each value orientation on the VOI were converted to T-scores and used to divide teachers into two groups representing high and low priority categories. Chi-square tests were used to examine the data by gender, teaching level, and teacher's years of experience. Results indicated that 97% of the physical educators made consistent curricular and instructional decisions within one or more of the value orientations. There were no significant differences based on gender, level, or teaching experience. 相似文献
5.
The purpose of this study was to ascertain the educational value orientations of physical education teachers in Taiwan, and the relationships of gender, teaching experience, grade level, and the locations in which they work. Value orientations were measured with the Value Orientation Inventory-2, which was translated into complicated Chinese for this study. Participants (N=353) were recruited via stratified random sampling from the population of physical education teachers in Taiwan; 152 participants had one high-priority value orientation and a smaller number (n=76) had more than one high-priority value orientation. Other physical education teachers (n=124) had one or more low-priority value orientations. Taiwanese physical educators possess multiple, diverse value orientations and the largest percentage of strong value orientation scores was for the value orientation of learning process. The specific characteristics of Taiwanese physical educators include: (a) more males prioritizing disciplinary mastery and learning process, but more females prioritizing social responsibility; (b) more experienced teachers prioritizing learning process; (c) more elementary school teachers prioritizing social responsibility; and (d) more rural teachers prioritizing disciplinary mastery and learning process. Both the culture and the curriculum goals of physical education contribute to the differences of value orientations. Thus, Taiwanese physical educators emphasize self-control, self-concept, and social responsibility to achieve the coordination of body and spirit in their practices. 相似文献
6.
Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle. 相似文献
7.
在高校体育倡导并积极实施创新教育的新形势下，体育教师的角色变化是必然趋势：分析了创新教育对高校体育教师的角色要求，明确指出了高校体育教师角色转变的几个方向，即：从学习管理转变为学习指导，从知识传播转变为智力开发，从为人师表转变为价值导向，从单纯教学转变为教学科研型学。 相似文献
8.
体育教育中教师行为论析 总被引：8，自引：0，他引：8
本文指出：学校体育如何落实素质教育．这是体育教育改革中最具现实意义的问题之一．教育过程是由教师和学生共同完成的,教师行为的研究可以有效地反映体育教育过程的效益。本文通过体育教学环境中教师与学生交互关系的研究,提出体育教师与学生的良好有效关系应该是“主体与主体”．亦即“我与作”的关系,只有这样体育教师行为才能呈现较高的满意度,体育落实素质教育才有可能成为现实。 相似文献
9.
采用文献资料法、访谈法、问卷调查法、数理统计法等研究方法对莆田市八所中学的460名学生进行调查研究,结果表明：中学生对体育课好课期望依次是教学方法、课堂氛围、师生关系、教师素质、教学环境,学习效果、学习内容、学习目标等,并对各要素有具体的期望。不同学段学生对体育好课的教学目标、教学内容期望上存在显著性差异,不同学校等级在教学内容期望有显著性差异,不同性别学生在指导方式、组织形式期望上有显著性差异。 相似文献
10.
随着体育教学改革的不断深化中专学校的体育教学应朝着多样化,个性化方向发展,而不被固定单一的模式禁锢,束缚。 相似文献
11.
研究发现,高等院校体育特长生的一般自我效能感水平处于中等程度,其英语学习自我效能感水平较低。外语学习观念和英语学习自我效能感水平之间存在正相关关系。因此,在英语教学改革中教师应提高自身教学效能感水平,并担负起体育特长生自我效能感培养的重任。教师还应帮助体育特长生形成正确的语言学习观念,增强其英语学习的兴趣和学好英语的信心。 相似文献
12.
Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.Purpose. The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.Participants, setting and research design. The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewed partly using a stimulated recall technique where the teachers were asked to comment on video clips from physical education lessons where they themselves act as teachers.Data analysis. A discourse analysis was conducted with a particular focus on the ensemble of more or less regulated, deliberate and finalised ways of doing things that characterise the eight teachers’ approach to helping the students develop their movement capabilities.Findings. The interviews indicate that an activation discourse (‘trying out’ and ‘being active’) dominates the teachers’ ways of reasoning about their task (a focal discourse). When the teachers were specifically asked about how they can help the students improve their movement capacities, a sport discourse (a referential discourse) was expressed. This discourse, which is based on the standards of excellence of different sports, conditions what the teachers see as (im)possible to do due to time limitations and a wish not to criticise the students publicly. The mandated holistic social constructionist discourse about knowledge and learning becomes obscure (an intruder discourse) in the sense that the teachers interpret it from the point of view of a dualist discourse, where ‘knowledge’ (theory) and ‘skill’ (practice) are divided.Conclusions. Physical education teachers recoil from the task of developing the students’ movement capabilities due to certain conditions of impossibility related to the discursive terrain they are moving in. The teachers see as their primary objective the promotion of physical activity – now and in the future; they conceptualise movement capability in such a way that emphasising the latter would jeopardise their possibilities of realising the primary objective. Should the aim be to reinforce the social constructionist national curriculum, where capability to move is suggested to be an attempt at formulating a concept of knowledge that includes both propositional and procedural aspects and which is not based on the standards of excellence of either sport techniques or motor ability, then teachers will need support to interpret the national curriculum from a social constructionist perspective. Further, alternative standards of excellence as well as a vocabulary for articulating these will have to be developed. 相似文献
13.
体育教师专业成长中的反思性学习 总被引：2，自引：0，他引：2
运用自编的半结构式访谈提纲,通过对兰州市4名优秀中学体育教师的访谈,了解中学优秀体育教师成长阶段,揭示体育教师反思性学习的内容,以发展培养中学体育教师反思性学习的能力,为提高中学体育教学质量,促进中学体育教师的成长作有益的探索。 相似文献
14.
McCaughtry N Barnard S Martin J Shen B Kulinna PH 《Research quarterly for exercise and sport》2006,77(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
15.
Using Nicholl's (1989) and Dweck 's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the "best" and "poorest" students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of "good" students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement. 相似文献
16.
教师是实施素质教育的关键因素,文章运用文献资料法、逻辑分析法等研究方法对跆拳道教师的素质结构进行分析研究,认为素质结构包括思想道德素质、专业素质、合理的知识结构、人格魅力和个性心理等方面。提出通过改善人事制度,提高重视程度;增强竞争意识,培养创新精神;提供培训机会;培养和谐的师生关系等途径来改善高校跆拳道教师的素质结构。 相似文献
17.
郭彦博 《体育科技文献通报》2014,(6):73-74
体育课堂教学反思,立足在教师教学与学生学习的前提下以学生的学习为载体得以展开,其对教学与学习具有检验性、考核性与总结性的作用。在结合教学实际、体育课改要求、体育教学大纲与国家颁布的相关健康标准的情况下,制定达标性目标与个体提高性目标,并通过学生之间的对比性训练、榜样性训练展开切实性的实施,为教师的业务技能提高,学生的学习反思深化,创设了良好的主动性成长平台。 相似文献
18.
Lars B. Borghouts Menno Slingerland Leen Haerens 《Physical Education & Sport Pedagogy》2017,22(5):473-489
Background: Assessment can have various functions, and is an important impetus for student learning. For assessment to be effective, it should be aligned with curriculum goals and of sufficient quality. Although it has been suggested that assessment quality in physical education (PE) is suboptimal, research into actual assessment practices has been relatively scarce.Purpose: The goals of the present study were to determine the quality of assessment, teachers’ views on the functions of assessment, the alignment of assessment with learning goals, and the actual assessment practices in secondary PE in the Netherlands.Participants and setting: A total of 260 PE teachers from different schools in the Netherlands filled out an online Physical Education Assessment Questionnaire (PEAQ) on behalf of their school.Data collection: The online questionnaire (PEAQ) contained the following sections: quality of assessment, intended functions of assessment, assessment practices, and intended goals of PE.Data analysis: Percentages of agreement were calculated for all items. In addition, assessment quality items were recoded into a numerical value between 1 and 5 (mean?±?SD). Cronbach’s alpha was calculated for each predefined quality aspect of the PEAQ, and for assessment quality as a whole.Findings: Mean assessment quality (±SD) was 3.6?±?0.6. With regard to the function of assessment, most PE teachers indicated that they intended using assessment as a means of supporting the students’ learning process (formative function). At the same time, the majority of schools take PE grades into account for determining whether a student may enter the next year (summative function). With regard to assessment practices, a large variety of factors are included when grading, and observation is by far the assessment technique most widely applied. A minority of PE teachers grade students without predetermined assessment criteria, and usually criteria are identical for all students. There is an apparent discrepancy between reported PE goals and assessment practices; although increasing students’ fitness levels is the least important goal of PE lessons according to the PE teachers, 81% reports that fitness is one of the factors being judged. Conversely, while 94% considers gaining knowledge about physical activity and sports as one of the goals of PE, only 34% actually assesses knowledge.Conclusions: Assessment in Dutch PE is of moderate quality. The findings further suggest that PE teachers consider assessment for learning important but that their assessment practices are not generally in line with this view. Furthermore, there seems to be a lack of alignment between intended learning outcomes and what is actually being valued and assessed. We believe that these results call for a concerted effort from PE departments, school boards, and the education inspectorate to scrutinise existing assessment practices, and work together to optimise PE assessment. 相似文献
19.
Macdonald D 《Research quarterly for exercise and sport》1999,70(1):41-54
This study investigates whether experienced physical education teachers perceive the same frustrations and negative orientations as beginning teachers. Furthermore, it considers if the professionalization-deprofessionalization tension is a useful theoretical framework for analyzing the perspectives of experienced physical educators. In-depth interviews were conducted with 11 experienced physical education teachers. Data suggest that in many respects their working conditions and orientations are more supportive and positive than those reported for beginning physical educators. After presenting the teachers' perspectives in terms of their sense of commitment, competence, and power, it is concluded that the professional satisfaction of these experienced teachers can be instructive for improving the working conditions of all teachers. 相似文献
20.
教师的专业素养被看做是"一名合格教师的能力的集合"。小学体育教师的武术素养专业与否,对小学生人生观的形成、知识的获得、健全人格的形成,正确的人生观、价值观的树立都有很大影响。本文采用了文献资料法、问卷调查法、数理统计法,从教师的知识面、技术水平、人格魅力、职业道德方面进行了研究,对文水县小学体育教师的武术素养现状作了调查与分析,并提出建议。研究表明:文水县小学体育教师的武术专业知识还有所欠缺,对学生提出的问题做不出清晰的解答,课堂教学中几乎不向学生传授中国武术传统文化,专业技术水平仍有提升空间,有较强的人格魅力,职业道德还有待提高。 相似文献