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71.
Mandy Swann Donald McIntyre Tony Pell Linda Hargreaves Mark Cunningham 《British Educational Research Journal》2010,36(4):549-571
Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking. 相似文献
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In part one of this paper, Stoszkowski and Collins showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed. 相似文献
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In this study, we tested the hypothesis that elite dinghy sailing is a whole-body, dynamic, repeated-effort sport, and that increased heart rate and oxygen consumption reflect its dynamic element. Six elite male Laser sailors (mean age 19.7 years, s = 1.82; height 1.81 m, s = 0.03; body mass 78.0 kg, s = 4.1) performed a cycle ergometer test to volitional exhaustion to determine peak oxygen uptake (VO(2peak)) and a simulated 30-min upwind leg sail on a specially constructed Laser sailing ergometer. The simulation protocol was based on video analysis of previous Laser World Championships. Expired gases were collected in Douglas bags, heart rate recorded at rest and after every 5 min, and pre- and post-simulation capillary blood samples taken for blood lactate analysis. Results were analysed with a one-way analysis of variance. Mean VO(2peak) was 4.32 l . min(-1) (s = 0.16). Mean simulation VO(2) was 2.51 l . min(-1) (s = 0.24) and peaked at 2.58 l . min(-1) (s = 0.25) during the 5th minute. Mean simulation heart rate was 156 beats . min(-1) (s = 8), peaking during the final minute at 160 beats . min(-1) (s = 10). These results suggest that, unlike pseudo-isometric static hiking, elite dinghy sailing demands a substantial proportion (58%VO(2peak), s = 5.6) of aerobic capacity. 相似文献
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