The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are ...underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an 'ethic of care', instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble 'truths' disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher.
The purpose of this paper is to explore the possibilities of learning by words in the education of skills. In this paper, we focused on the relationship between exercise and words from the viewpoint ...from "can learners learn exercise by words?".According to St. Augustine's theory of teaching, “… we do not learn anything by means of the signs called words”. This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language. This means that before we know the word, we know the thing it designates. This suggests the impossibility of education by language.However, coaches and physical education teachers try to encourage learners' skill acquisition by the use of language when teaching. So it seems that the word may have some role in physical education and coaching.In this paper, we used the title theory of Sasaki and examined the relationship between words and exercise. As a result, for the learner, it turned out that before and after listening to the words expressing the exercise, the appearance of the exercise changed to a different one, and a new perception appeared. It can be said that this provides a viewpoint of "what the exercise means".Furthermore, quoting Herrigel's "Zen in the Art of Archery", it is possible to present an example to show that targeted skills are guided by words. In this case, it can be said that the words indicate "how to exercise".From the above, it can be said that words in such a scene function to know (learn) new things.
Purpose. The best-known concept of professional burnout is the Maslach tri-dimensional model. According to the author, a burnout process starts by increased emotional exhaustion, followed by reduced ...personal accomplishment and, ultimately, depersonalization. Progressing with time, the syndrome is manifested differently in various individuals. Recognizing the tri-dimensionality of the phenomenon, Golembiewski suggests a reverse direction of symptom occurrence and proposes an eight-phase model of the phenomenon intensification. The two different approaches to the dynamics of the burnout process have been called facing theories. The problem of facing theories has been solved by developing a concept based on data clustering, in consequence, arriving at a typological model where the four-phase model of professional burnout represents a special variant. The premises of the general model are as follows: tri-dimensionality of the syndrome, temporal continuity of the process, macro-path specific for a given profession (a cluster of individual paths), the effect of external factors. Basic procedures. The study was carried out between May 2006 and June 2007. The number of PE teachers was N = 1563: females N = 686 (43.9%); males N = 877 (56.1%). The Maslach Burnout Inventory (MBI) was employed. Statistical methods: data clustering (K-mean method), U Mann Whitney test. Main findings. With the use of the four-phase model, two macro paths illustrating the dynamics of burnout in female and male PE teachers were plotted. The different courses of burnout paths were determined by a significantly higher depersonalization level in men (p < 0.001). Conclusions. Initially (phase T1), females and males reacted to professional stress with emotional exhaustion (the Maslach's path) or reduced personal accomplishment - in both genders, in phase T1, the path bifurcated. At a high emotional exhaustion level, women began to depersonalize their pupils (phase T2) and get burned out (phase T3; N = 98, 14.3%). The second macro-path of female teachers terminated in phase T2. One macro-path of male teachers was identical with the macro-path characteristic of females (T0-T3), while the other illustrated burnout in young male teachers - with reduced personal accomplishment at school (T1), cynicism increased (T2) and the effect was burnout (T3, N = 99; 11.3%).
The value assigned to friluftsliv (activities similar to outdoor education) in physical education teacher education (PETE) and in the physical education (PE) syllabus in Sweden does not seem to ...result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.
이 연구의 목적은 실행연구를 실천하고 있는 자기결정적 체육교사 학습공동체의 참여와 그 경험의 과정을 알아보고, 그들이 교사학습공동체에 대해 어떻게 생각하는지, 협력적 실행연구를 통해 나타나는 다양한 경험적 맥락들의 의미는 무엇인지에 대한 내적 과정을 탐색해보는 것이다. 연구 참여자는 목적적 표집에 따라 교사 연구자를 집중 표집 하였으며, 포커스 그룹 ...인터뷰, 웹기반 커뮤니티를 활용한 현장노트 등의 자료를 모으고 합의적 질적 분석 방법에 따라 자료 분석을 실시하였다. 연구 결과, 현장에서 이론과 실제의 차이를 극복하기 위해 구성원 간의 상호작용을 통한 수업운영 방법을 공유·실천하는 교사학습공동체의 모습을 살펴볼 수 있었다. 이와 아울러 교사 고립문화, 수업운영의 시각차 등과 같은 저항과 연구과정에 대한 학문적 어려움, 공동체내에서의 관계 갈등도 있었다. 그리고 협력적 실천을 통해 다양한 수업의 맥락에 유연하게 대처할 수 있도록 진화하는 협의체를 지향하고자 하였다.
The purpose of this study was to recognize the process of the experience and the participation in self-determinate PE teachers` professional learning community who carry out implementation research. This study was also to find out how they feel about professional learning community, and search the internal process about what the various empirical context which appears in collaboration implementation research means. Teachers as researchers were chosen for study participants by intensity sampling according to purposeful sampling. The data was gathered by focus group interview and field note using web based community and analyzed by consensual qualitative research (CQR). As a result of this study, we could observe the teachers` professional learning community share and put in practice the methods of class management through members` interactions to overcome the differences between the theory and the reality in the field. There were some resistance such as a culture of teacher isolation and difference in views about class management, academic hardships about the study process, and conflicts in community relations. They also tried to aim towards the evolving consultative group in order to be flexible in a diverse class context through collaborative practice.
이론적 지식을 많이 아는 것과 복잡하고 특수한 맥락에서 이루어지는 실제 수업을 잘 하는 것은 별개의 문제이다. 잘 가르치기 위해서는 실제 맥락에 대한 이해와 반성을 통해 이론적 지식을 실제에 적합하게 재구성하여 적용할 수 있는 실천적 지식이 요구된다. 이 연구는 예비 체육교사가 반성적 마이크로티칭 수업을 통해 형성한 실천적 지식과 그 교육적 의미를 ...탐색하였다. 실천적 지식의 개념과 국내·외 교과교육 분야에서 이루어진 실천적 지식의 연구들을 검토한 후, 체육교과의 실천적 지식을 ``체육 내용 지식``, ``체육 교수법 지식``, ``체육 환경 지식``, ``학생지식``의 네 가지 실천 영역과 ``실천에 관한 지식``, ``실천을 통한 지식``이라는 두 가지 수준으로 구분하였다. 이러한 기준틀을 토대로 예비 체육교사 3명이 반성적 마이크로티칭 수업 시연 과정에서 작성한 단원계획안, 교수-학습과정안과 실제 수업 시연을 3단계로 비교·분석하였으며 형성된 실천적 지식을 실천 영역과 수준으로 나누어 그 특징을 해석하였다. 예비 체육교사들은 국가 수준에서 제시한 체육교육의 목표와 방향을 교사 수준에서 재해석, 변경하기 보다는 교육과정에서 주어진 목표에 따라 학습 내용을 흥미 있고 효과적으로 가르치는데 더 많은 관심과 노력을 기울이고 있었다. 또한 교수-학습 과정안의 내용을 실제 수업 시연에서도 충실하게 실천하고 있지만 학습 목표의 달성 여부를 확인하는 지식, 평가와 학습 내용을 연결하는 지식, 학생의 수준을 파악하는 지식은 상대적으로 부족하였다. 하지만 예비 체육교사들의 교수법, 교육 환경에 관한 지식은 다른 지식에 비해 구체적이고 다양하게 표상되었으며 이론과는 무관하게 학습되는 실천적 지식의 영역이 발견되었다. 이를 바탕으로 향 후 예비 체육교사 교육에서 이론적 지식을 구체적으로 실천할 수 있는 실천 학습 프로그램과 이를 측정하기 위한 평가도구의 개발이 필요할 것이다.
Knowing the theoretical knowledge is one thing, teaching the class is another. ``Good`` teaching requires competence in understanding and reflecting within the teaching context, where a practical knowledge can be applied through the reconstruction of theoretical knowledge. The purpose of this study was to understand the formation of pre-service PE teacher`s practical knowledge through reflective micro-teaching. I inquired into the concepts of practical knowledge and analyzed journals on practical knowledge. In physical education, practical knowledge classifies into four categories; ``PE content knowledge``, ``PE pedagogical knowledge``, ``PE environment knowledge``, and ``Knowledge for students``. These then can be seen on two different levels; ``Practical knowledge-that(knowledge for practice)``, ``Practical knowledge-how(knowledge in practice)``. On the basis of this reference frame, I collected three pre-service PE teachers` teaching plans and materials, And observed their micro-teaching classes and analyzed practical knowledge learned. In observation, pre-service PE teachers tried to teach learning contents effectively with pleasure, so far from revising ``National Curriculum of physical Education``. They performed their teaching plans faithfully, but were lacking knowledge in; verifying goals of learning, linking learning contents to evaluation, and understanding students` level. But It was also discovered that they presented their pedagogical knowledge, environmental knowledge variously and could get practical knowledge learned extrinsically to the theoretical knowledge. In conclusion, There is a necessity to develop an action learning programs that can directly relate theoretical and practical knowledge and an assessment tools which can measure pre-service PE teacher` practical knowledge.
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