scholarly journals Wychowanie fizyczne na Uniwersytecie Notre Dame w South Bend Indiana – tradycja, proces, nauczyciele

1970 ◽  
pp. 263-281
Author(s):  
Michał Marciniak
Keyword(s):  
Qualitative Research ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Sports Facilities ◽  
Professional Satisfaction ◽  
Historical Aspect ◽  
Academic Level ◽  
University Of Notre Dame ◽  
South Bend ◽  
The University

The author of this article presensts the structure of physical education and sports at the academic level at Notre Dame University in South Bend Indiana. The first part describes the historical aspect, the most important dates, names of the university. The next part is an analysis of the program of physical education classes, sports facilities and budget for sport. In the last part, the author attempted to present a episode of his qualitative research at Notre Dame University during his stay in 20122014. The research concerned the professional satisfaction of physical education teachers at the University of Notre Dame.

scholarly journals Designing professional career by students – physical education teachers

1970 ◽  
Vol 14 (2) ◽  
Author(s):  
Wojciech Starościak ◽  
Urszula Dębska ◽  
Halina Guła-Kubiszewska
Keyword(s):  
Physical Education ◽  
Career Development ◽  
Modern Society ◽  
Physical Education Teachers ◽  
Education Students ◽  
Professional Career ◽  
Psychological Dimension ◽  
Physical Education Students ◽  
The University ◽  
Personal Career

Starościak Wojciech, Dębska Urszula, Guła-Kubiszewska Halina, Designing professional career by students – physical education teachers. „Kultura – Społeczeństwo – Edukacja” nr 2(14) 2018, Poznań 2018, pp. 183–203, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.14. The study identified physical education students’ opinions about and vision of personal career. It was conducted with a questionnaire designed by A. Cybal-Michalska for planning career prospects and career development in modern society by academic youth. Results demonstrate the professional expectations of the sample to be largely met. Students of the University School of Physical Education in Wroclaw are oriented towards individualistic and collectivistic values to a similar extent. Both groups are moderately satisfied with study choices and have a realistic outlook on the difficulties in finding a job consistent withtheir education. They assess the prospect of a satisfactory career on an equally moderate level, although individualist-oriented students perceive significantly fewer ways of achieving professional success. Collectivistic students emphasize values characteristic of a safe future and working with people and for people. Individualistic students are geared towards innovative and creative activities. Students perceive their careers in the psychological dimension, and select lifestyle and professionalism as the lead guides in career development.

South Bend

2020 ◽  
pp. 15-29
Author(s):  
Doug Feldmann ◽  
Mike Ditka
Keyword(s):  
First Year ◽  
First Year Students ◽  
Business Courses ◽  
The North ◽  
Soccer Team ◽  
University Of Notre Dame ◽  
South Bend ◽  
The University

This chapter examines how Bob Thomas headed for South Bend, Indiana, and arrived at the University of Notre Dame as a walk-on in football. When Thomas appeared for his first day of football workouts, he was greeted with the cold dismissal typically given to walk-ons. After waiting in line for the secondhand equipment issued to non-scholarship players, he was given the ignominious jersey number 98. With first-year students ineligible for the varsity at that time, Thomas spent his initial year at Notre Dame suiting up for the limited number of freshman football games while also playing in a few contests for the university's club soccer team. Otherwise, he acclimated himself to the milieu of college as he took up residence on the North Quad. After completing one semester of a pre-med curriculum, Thomas realized it would be difficult to continue that concentration while playing football. He took some business courses and ultimately ended up majoring in government studies. The chapter then details Thomas's career as a kicker for the Fighting Irish.

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

scholarly journals Dificultades en el uso del feedback en la formación del profesorado de Educación Física (Difficulties in the use of feedback in physical education teacher training)

Retos ◽  
2019 ◽  
pp. 85-92
Author(s):  
Sonia Asún Dieste ◽  
Antonio Fraile Aranda ◽  
José Luis Aparicio Herguedas ◽  
Mª Rosario Romero Martín
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Assessment System ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Information Process ◽  
Affective Feedback ◽  
The University ◽  
Body Expression ◽  
Teaching Situations

En este estudio se exploran las dificultades que tienen los futuros docentes de educación física con el uso del feedback en situaciones simuladas de enseñanza-aprendizaje de expresión corporal. Durante dos años se realiza una investigación-acción desarrollada en la Universidad de Valladolid y la Universidad de Zaragoza. Los estudiantes, durante el proceso de retroalimentación integrado en un sistema de evaluación formativa, toman conciencia de su uso y progresan en la tarea de enseñar y evaluar como parte del propio proceso de aprendizaje. Se acomete una investigación-acción durante dos cursos académicos y se realiza un análisis de contenido, con un proceso de codificación de la información, para descubrir las dificultades comunicativas experimentadas. Las principales observadas se relacionan con la escasa presencia de feedback afectivo o motivador. Consideran importante la retroalimentación afectiva; sin embargo, los datos muestran que encuentran dificultades en su utilización aunque resulte fundamental para la mejora de la comunicación y el proceso docente. Abstract. This study explores the difficulties that future physical education teachers have when using feedback in simulated teaching situations on body expression. For two years, action research was carried out at the University of Valladolid and the University of Zaragoza in which students, during the feedback process integrated into a formative assessment system, become aware of their use of feedback and progress in teaching and assessing tasks as a part of the learning process itself. Action research is carried out during two academic years and an analysis of content with a coding information process is performed to discover communicative difficulties experienced. The main issues observed are related to the scarce presence of affective or motivating feedback. Regarding affective feedback, they consider it important, although data shows that they find it difficult to use it; being a fundamental part of the improvement of communication and the teaching process.

scholarly journals Produção de conhecimento vinculada a formação de professores de Educação Física para atuação junto de pessoas com deficiência: contribuições do Unigepafa

2020 ◽  
Vol 18 (1) ◽  
pp. 105-111
Author(s):  
Douglas Roberto Borella ◽  
Gabriela Simone Harnisch ◽  
Jalusa Andreia Storch Diaz
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
People With Disabilities ◽  
Physical Education Teachers ◽  
Continuous Training ◽  
Constant Attention ◽  
Abstract Knowledge ◽  
Specific Discipline ◽  
The University ◽  
Teachers Training

INTRODUÇÃO: A produção e difusão do conhecimento científico sobre formação de professores tem sido alvo de constante atenção de pesquisadores no âmbito nacional e internacional, principalmente no que tange ao trabalho junto de alunos com algum tipo de deficiência. OBJETIVO: Identificar a produção de conhecimento bem como as contribuições do Grupo de Estudos e Pesquisa em Atividade Física Adaptada (Unigepafa) acerca da formação de professores para atuações com pessoas com algum tipo de deficiência. MÉTODOS: Realizou-se um relato de experiência. A distribuição da produção científica cujo foco foi Formação de Professores, revelou que das 88 produções (total), 34 (38,36%) foram com esta temática. RESULTADOS: Os resultados apontaram as seguintes principais fragilidades: 1) na formação inicial: a disciplina específica não contribuiu com a formação; a disciplina específica com insuficiência de experiências com pessoas com algum tipo de deficiência; ausência de interlocução da disciplina específica com demais disciplinas do curso; escassa oferta de projetos de extensão. 2) na formação continuada: professores relatam participar esporadicamente em cursos para este fim; outros não possuem cursos algum para este fim; professores apontam os motivos para não realizarem formação continuada com este fim: desinteresse, distância dos locais de oferta, disponibilidade, situação financeira. CONCLUSÃO: Evidenciamos que o Unigepafa apresentou um volume de produções significativas centradas na formação de professores ao longo de dez anos. Em suma, as pesquisas apontaram fragilidades no processo de formação inicial e continuada de professores de Educação Física, o que indica a necessidade de fomento e incentivos à pesquisa neste campo, de modo que a universidade seja o elo com a sociedade capaz de articular o conhecimento teórico com as praxis pedagógica em contextos reais, obtidos por meio de cursos de curta ou longa duração, rodas de conversa e eventos científicos. ABSTRACT. Knowledge production associated to the physical education teachers’ training to work with people with disabilities: contributions from Unigepafa. BACKGROUND: The production and dissemination of scientific knowledge on teacher training has been the subject of constant attention by researchers at the national and international levels, especially with regard to working with students with disabiliies. OBJECTIVE: To verify the production of knowledge as well as the contributions of the Group of Studies and Research in Adapted Physical Activity (Unigepafa) about the training of teachers process to work with people with disabilities. METHODS: The experience report method was performed. The distribution of scientific production, whose focus was Teacher Training, revealed that of the 88 productions (total), 34 (38.36%) were with this theme. RESULTS: The data collect showed the following main weaknesses: 1) in the initial training: the specific discipline did not contribute to the training; specific discipline with insufficient experiences with people with some type of disability; absence of interlocution of the specific discipline with other subjects of the course; little offer of extension projects. 2) in continuing education: teachers report sporadically participating in courses for this purpose; others have no courses for this purpose; teachers point out the reasons for not carrying out continuous training for this purpose: disinterest, distance from the places of supply, availability, financial situation. CONCLUSION: We conclued that the Unigepafa presented a significant volume of productions centered on teacher training along ten years. In short, the research pointed out weaknesses in the process of initial and continuing training of Physical Education teachers, which indicates the need to foster and encourage research in this field, so that the university is the link with society capable of articulating theoretical knowledge with pedagogical praxis in real contexts, obtained through short or long courses, conversation circles and scientific events.

Professional satisfaction of physical education teachers

2020 ◽  
pp. 1-14
Author(s):  
Raúl Eirín-Nemiña ◽  
Alberto Sanmiguel-Rodríguez ◽  
Jesús Rodríguez-Rodríguez
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Professional Satisfaction

scholarly journals Valoración sobre la formación en la mención de Educación Física, por parte del alumnado de Grado en Educación Primaria (Primary Education degree students’ assessment of training in the area of Physical Education)

Retos ◽  
2018 ◽  
pp. 194-199
Author(s):  
Marta Delicado Valverde ◽  
José Jesús Trujillo Vargas ◽  
Luisa María García Salas
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Education Degree ◽  
Specialist Teachers ◽  
Educación Primaria ◽  
The University ◽  
And Training

La formación inicial de los maestros especialistas en Educación Física ha “sufrido” profundos cambios con las reformas educativas. Lo que debiera seguir siendo igual de relevante es la importancia que tiene el hecho de que sean los propios alumnos quienes valoren la calidad de su formación como docentes especialistas futuros en esta área. En este estudio, nos servimos del instrumento validado por Moreno y Conte (2001) para la Valoración y Capacitación sobre la Docencia en Educación Física (V.A.C.D.E.F.), que hemos pasado a 39 alumnos del Grado en Educación Primaria, que cursan la mención en Educación Física, de un Centro de la Universidad de Cádiz. Entre los hallazgos más importantes, hemos de destacar que los alumnos se sienten, a nivel general, capacitados para desempeñar la labor docente futura, están de acuerdo con los contenidos que se imparten en su formación, se encuentran interesados por los aspectos técnicos de los deportes y por la especialidad en sí misma y apuestan por más clases prácticas dentro de su formación. Abstract. The initial training of Physical Education teachers has "undergone" deep changes along with educational reforms. What should remain equally relevant is that students, as future specialist teachers in this area, should be the ones who value the quality of their education. In this research, we use the tool validated by Moreno and Conte (2001), the Assessment and Training on Teaching in Physical Education (V.A.C.D.E.F.), which we applied to 39 Primary Education degree students who attend the program in Physical Education at a Center of the University of Cádiz. Among the most important findings, we emphasize that the majority of students feel well trained for carrying out the future teaching work. They agree with the contents that are imparted in their program, they are interested in the technical elements of sports and the specialty itself, as well as they strive for more practical classes within their training.

scholarly journals Danzas folclóricas: una forma de aprender y educar desde la perspectiva sociocultural (Folk dances: a way to learn and educate from the sociocultural perspective)

Retos ◽  
2020 ◽  
pp. 739-744
Author(s):  
Michelle Matos-Duarte ◽  
Eulisis Smith ◽  
Alejandro Muñoz Moreno
Keyword(s):  
Physical Education ◽  
Role Play ◽  
Practical Experience ◽  
Physical Education Teachers ◽  
Educational Tool ◽  
Sociocultural Perspective ◽  
The Subject ◽  
The University ◽  
Sports Sciences ◽  
Futuros Maestros

Estudiar y vivenciar la danza folclórica desde una perspectiva sociocultural (Conesa, 2017), es una oportunidad para acercar el alumnado al contexto de movimientos que cobran sentido como forma de expresión, insertados en las danzas de distintas partes del mundo. Además, es una importante herramienta para la instrucción de futuros maestros de Educación Física que suelen verse poco capacitados para la enseñanza de este contenido (Cañabate, Rodríguez & Zagalaz, 2016). En este contexto, el objetivo planteado ha sido ofrecer una experiencia didáctica que aproxime al futuro profesorado de Educación Física al contenido de las danzas folclóricas, de tal manera que favorezca el conocimiento y la formación del mismo para la consecución del currículum. El proyecto se desarrolló en la asignatura de Actividades Físicas Artístico-Expresivas, con un total de 108 alumnos universitarios del grado de Ciencias de la Actividad Física y del Deporte. El diseño de la experiencia didáctica se dividió en: la construcción teórica, la vivencia práctica de danzas folclóricas de los cinco continentes y la experimentación de role play de los alumnos. A partir de esta experiencia dentro del aula universitaria se hizo una aproximación de los estudiantes con el contenido de danzas de distintos continentes. La vivencia teórico-práctico de danzas folclóricas es una alternativa a considerar, ya que colabora como herramienta educativa tanto para la formación y capacitación del profesorado de Educación Física como para el acercamiento del alumnado a la danza y su valor sociocultural. Abstract: Studying and experiencing folk dances from a sociocultural perspective (Conesa, 2017) is an opportunity for students to understand the context of movements that make sense as forms of expression, embedded into dances from different parts of the world. In addition, this is an important tool for the instruction of future Physical Education teachers, who do not usually see themselves as really in a position to teach this content (Cañabate, Rodríguez & Zagalaz, 2016). In this context, the objective is to offer a didactic experience that brings future Physical Education teachers closer to the content of folk dances, in order to increase their knowledge about the subject and encourage training to complete the curriculum. The project was conducted in the subject of Physical Artistic-Expressive Activities, with a total of 108 undergraduates enrolled in the Physical Activity and Sports Sciences (CAFyD) degree. The design of the didactic experience was divided into: theoretical construction, practical experience of folk dances of the five continents, and experimenting role play with the students. From this experience, students within the university were introduced to the topic of dances from different continents. The theoretical-practical experience of folk dances is an alternative to be considered, as it contributes as an educational tool both for the training and qualification of Physical Education teachers and for the approach of students to dancing and its sociocultural value.

University Students’ Attitudes Toward Physical Education Teaching

2014 ◽  
Vol 33 (2) ◽  
pp. 186-212 ◽  
Author(s):  
Fengjuan Li ◽  
Junjun Chen ◽  
Miles Baker
Keyword(s):  
Physical Education ◽  
School Level ◽  
Physical Education Teachers ◽  
Five Dimensions ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education ◽  
Self Actualization ◽  
Students Attitudes ◽  
Education Academic ◽  
The University

While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.

Sign in / Sign up

Export Citation Format

Share Document