Professionalisierung und De-Professionalisierung der Sportlehrerrolle / Professionalisation and De-Professionalisation of the Physical Education Teacher’s Role

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Klaus Cachay ◽  
Valerie Kastrup
Keyword(s):  
Physical Education ◽  
Teacher’S Role ◽  
Teacher's Role

ZusammenfassungDer Artikel untersucht, ob und in welchem Maße der Sportlehrerberuf eine Profession darstellt. Hierzu benützt er eine systemtheoretisch orientierte Professionalisierungstheorie (Stichweh), wodurch Fragen nach dem gesellschaftlichen Problembezug, der Definition der Komplementärrollen-Karriere, der Experten-Laien-Differenz und der Monopolstellung des Sportlehrerberufs aufkommen.

scholarly journals The Dimension of the Physical Education Teacher’s Role as Support for the Inclusive Perspective

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Gaetano Raiola ◽  
Tiziana D’Isanto ◽  
Antonetta Manna ◽  
Gaetano Altavilla
Keyword(s):  
Physical Education ◽  
Teacher’S Role ◽  
Teacher's Role

scholarly journals The Impact of Mobile Learning Applications on the Lecturer’s Role and Development of Learner’s Motivation towards Learning: Empirical Study at the Faculties Physical Education-Libya

2016 ◽  
Vol 11 (9) ◽  
pp. 134
Author(s):  
Altaher Alssaid M. Alssaid ◽  
Noor Azizi Bin Ismail ◽  
Noorhayati Binti Hashim
Keyword(s):  
Physical Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Structural Equation ◽  
Quantitative Research ◽  
Equation Modeling ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Impact ◽  
Development Of Students

<p>The purpose of the present research was to validate a stated model for mobile applications as one of the modern teaching methods in the learning process with specific focus on its effectiveness on the teacher’s role and development of Libyan learners’ motivation towards learning. To achieve this research aim, the researcher used a descriptive approach as a quantitative research design that utilizes a Structural Equation Modeling (SEM) Method in order to evaluate the main hypotheses of the research. The study sample consisted of 450 participants (lecturers at the Faculties Physical Education-Libya). The conclusion of the resulting study showed the presence of a weak or low correlation linking mobile learning applications and the development of students' motivation towards learning (.16). However, the study showed that the impact of mobile learning applications on the teacher’s role was (.63). Moreover, the study found that the teacher's role has a higher level of significant influence or impact than mobile learning applications on the development of students 'motivation towards learning (86). The results also revealed that there is an indirect impact of mobile applications through the teacher’s role which was higher than its direct impact on the development of students' motivation towards learning.</p>

An Experimental Approach to the Introductory Political Science Course

1982 ◽  
Vol 35 ◽  
pp. 9-11
Author(s):  
William McClure ◽  
Michael Stohl
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Educational Process ◽  
Introductory Course ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Receiver Model ◽  
To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours

2003 ◽  
Vol 27 (1) ◽  
pp. 29-45
Author(s):  
Gwyn Symonds
Keyword(s):  
Parent Education ◽  
Positive Reinforcement ◽  
Sense Of Self ◽  
Body Awareness ◽  
Teacher Reflection ◽  
Teacher Response ◽  
Teacher’S Role ◽  
Acting Theory ◽  
Teacher's Role ◽  
Challenging Behaviours

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.

Teacher's Rôle Book

AAUP Bulletin ◽  
1960 ◽  
Vol 46 (3) ◽  
pp. 269
Author(s):  
Emerson Shuck
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role

The classroom as a stage and the teacher's role

2004 ◽  
Vol 20 (6) ◽  
pp. 589-605 ◽  
Author(s):  
Tove Pettersson ◽  
“Tina” ◽  
May Britt Postholm ◽  
Annlaug Flem ◽  
Sigrun Gudmundsdottir
Keyword(s):  
Teacher’S Role ◽  
Teacher's Role
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