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The Relationships between Pre-Service Primary Teachers’ Teaching and Instructing/Coaching Orientations, and Their Perceived Strengths in Teaching Physical Education at the Primary Level

机译:职前小学教师教学与指导/指导取向之间的关系,以及他们在小学体育教学中的感知能力

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This study explored if the orientations towards instructing/coaching in physical activities (PA) and teaching physical education (PE) affect the perceived strengths in teaching PE at the primary level (PSTPEs). The orientations were considered as socializing factors into teaching PE. In this study, the perceived strengths were divided into discipline- and pupil-focused strengths. Online questionnaire was used to collect the data from 386 first year pre-service primary teachers before their first PE course of formal teacher education, to expose the acculturative influences of the orientations. Cross tabulation and logistic regression were used to analyze the relationships. The main results suggested that pre-service primary teachers with an instructing/coaching orientation perceived discipline-focused strengths (sportiness and teaching skills) as their assets in teaching PE contrasted by the finding that those with teaching orientation and without instruction/coaching orientation more likely perceived the pupil-focused empathy as their main asset. Even though, the associations were not strong, they exposed interesting directions of effects of acculturative socialization into teaching in terms of perceived strengths. This study adds to the existing research on teaching PE information of the acculturative formation of discipline- and pupil-focused PSTPEs through instruction/coaching and teaching orientations. In order to develop the effectiveness of formal teacher education, we suggest widening and deepening the research of acculturative formation of the perceived strengths and particularly their practical influences on formal teacher training and later on their behavior while teaching PE.
机译:这项研究探讨了体育教学/体育教学的方向是否会影响小学阶段体育教学的感知优势。方向被认为是体育教学中的社会化因素。在这项研究中,感知到的优势被分为以学科和学生为中心的优势。在线调查表用于从386名第一任职小学一年级小学教师在他们的第一门正式师范体育课程开始之前收集数据,以揭示定向教育的文化影响。使用交叉表和逻辑回归分析这些关系。主要结果表明,具有指导性/指导性的职前小学教师认为以学科为重点的优势(运动性和教学技能)是他们在体育教学中的资产,而发现具有指导性和无指导性/指导性的教师更有可能认为以学生为中心的同理心是他们的主要资产。即使这些协会并不强大,但它们根据感知到的优势将有趣的适应性社会化影响的方向暴露于教学中。这项研究增加了现有的关于通过指导/教练和教学方向来以学科和学生为中心的PSTPE的累积形成的体育信息教学的研究。为了提高正规师范教育的有效性,我们建议扩大和深化对感知优势的累积形成方式的研究,尤其是它们对正规师资培训的实际影响,以及后来在体育教学中对其行为的影响。

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