PERCEPCIONES DEL PROFESORADO SOBRE COMPETENCIAS COMUNICATIVAS DE FUTUROS MAESTROS DE EDUCACIÓN FÍSICA // PERCEPTIONS OF TEACHERS ABOUT COMMUNICATIVE COMPETENCES OF THE FUTURE PHYSICAL EDUCATION TEACHERS

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

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THE ESSENCE AND THE STRUCTURE OF THE FUTURE PHYSICAL EDUCATION TEACHERS’ READINESS TO INNOVATIVE PROFESSIONAL ACTIVITY

Innovate Pedagogy ◽

10.32843/2663-6085-2019-18-1-14 ◽

2019 ◽

Vol 18 (1) ◽

pp. 70-73

Author(s):

D.I. Balashov ◽

Keyword(s):

Physical Education ◽

Professional Activity ◽

Physical Education Teachers ◽

The Future

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PECULARITIES OF THE FUTURE PHYSICAL EDUCATION TEACHERS’ TRAINING TO THE LOCAL ACTIVITIES

Наукові записки ◽

10.31392/nz-npu-143.2019.29 ◽

2020 ◽

Vol 0 (143) ◽

pp. 230-236

Author(s):

Michael Kravets

Keyword(s):

Physical Education ◽

Physical Education Teachers ◽

The Future ◽

Teachers Training

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Aspectos metodológicos clave para la formación de futuros maestros de Educación Física (Key methodological aspects for the training of future Physical Education teachers)

Retos ◽

10.47197/retos.v37i37.74169 ◽

2019 ◽

pp. 572-578

Author(s):

Daniel Bores García ◽

Antonio Luis Marín Rojas ◽

César Méndez Domínguez ◽

Juan José Mijarra Murillo ◽

José Manuel Delfa De La Morena

Keyword(s):

Physical Education ◽

New Technologies ◽

Essential Elements ◽

Shared Vision ◽

Physical Education Teachers ◽

Teacher Student ◽

Evaluation Procedures ◽

Communication Work ◽

Nuevas Tecnologías ◽

Futuros Maestros

El presente artículo trata de ofrecer la visión consensuada y compartida desde el Área de Educación Física y Deportiva de la Universidad Rey Juan Carlos acerca de cuáles deben ser los elementos esenciales del abordaje del proceso formativo de los futuros maestros de Educación Física. Entre ellos se exponen las claves sobre la importancia de la motricidad, el rol del alumno en las clases teóricas y prácticas, que debe ser activo y reflexivo en todo momento, la comunicación docente-discente, el trabajo en grupos como herramienta de interacción social y co-aprendizaje, las tareas individuales desde una perspectiva crítica y los aspectos más relevantes sobre el proceso de programación de los contenidos de Educación Física, tales como la secuenciación, el abordaje global de los contenidos y el uso de las nuevas tecnologías. Por último, se expone el consenso de los docentes del área sobre los objetivos, contenidos y procedimientos evaluativos de las asignaturas del área, tomando como referencia la materia de Didáctica de la Educación Física del Grado de Maestro en Educación Primaria con Mención en Educación Física. Abstract. The present article aims at offering a consensual and shared vision from the Area of Physical Education and Sports at Rey Juan Carlos University about what the essential elements of the approach to the training process of future Physical Education teachers should be. Among others, we explain the key factors on the importance of motor skills, the role of students in theoretical and practical classes, which must be active and reflective at all times, teacher-student communication, work in groups as a tool for social interaction and co-learning, individual tasks from a critical perspective, as well as the most relevant aspects of the process of planning Physical Education contents, such as sequencing, global approach to content, and the use of new technologies. Finally, the consensus of teachers from this area on objectives, contents, and subject evaluation procedures is described, taking the subject of Physical Education Didactics from the Degree of Primary Education with Mention in Physical Education as a reference.

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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 ◽

10.47197/retos.v38i38.73725 ◽

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.

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Features of the Psycho-Emotional State of Future Specialists in the Field of Physical Education and Sports

Educational environment today: development strategy ◽

10.21661/r-551614 ◽

2020 ◽

Author(s):

Ramualdas Kazemirovich Malinauskas ◽

Andrius Viliusovich Kunstas

Keyword(s):

Physical Education ◽

Stress Tolerance ◽

Sense Of Coherence ◽

Emotional State ◽

Physical Education Teachers ◽

The Future

The purpose of the study is to analyse the characteristics of the psycho-emotional state of future specialists in the field of physical education and sports. To achieve this goal, two methods were used: A. Antonovsky scale for assessing the sense of coherence and a scale for assessing the level of stress tolerance (Thermometer according to Kiselev). The results showed that the future coaches have a better psycho-emotional state than future physical education teachers because they are more resistant to stress.

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Journey from the Past to the Future in Raising the Ideal Physical Education Teacher: A Metaphor Study

Journal of Education and Learning ◽

10.5539/jel.v10n5p133 ◽

2021 ◽

Vol 10 (5) ◽

pp. 133

Author(s):

Hande Baba Kaya ◽

Öznur Kara ◽

Pelin Ustaoğlu Hoşver

Keyword(s):

Physical Education ◽

Teacher Educators ◽

Assistant Professor ◽

Physical Education Teachers ◽

Physical Education Teacher ◽

Education Teacher ◽

Ideal Teacher ◽

The Future ◽

Sports Sciences ◽

The Ideal

The aim of this research is to examine the ideal physical education profile from the perspective of physical education teacher educators, that is, academicians working in the physical education and sports teaching department of the faculties of sports sciences. Within the scope of this purpose, the views of the academicians about the pre-graduate education, the undergraduate education period and their own teaching were compared with their views on the ideal physical education teacher. In order to express the comparisons more clearly, metaphor was used. The academicians were asked to match the physical education teachers who influenced them the most from their past to the future, their own teaching and their views on the ideal physical education teacher, with the nature metaphor presented to them by the researchers. In the study, which was based on the qualitative research method, the “interview” approach and the “interview form method” were used as the data collection method. According to the stratified sampling method, the participants of the study; taking into account the academic titles of the participants; 3 professors, 3 associate professors, 3 assistant professor and 3 lecturers A total of 12 physical education teacher educators (academics) were determined. As a result of the research, it was observed that while the participants defined their pre-graduate teachers closer to the ideal teacher in terms of their physical characteristics, they defined their undergraduate physical education teachers and themselves as closer to the ideal physical education teacher in the main themes of personality traits, teacher leadership styles and teaching methods.

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History and Present Time of Physical Education

Physical Culture and Sport Studies and Research ◽

10.2478/v10141-009-0033-x ◽

2009 ◽

Vol 47 (1) ◽

pp. 73-78

Author(s):

Frantisek Seman

Keyword(s):

Physical Education ◽

Education Reform ◽

19Th Century ◽

Physical Education Teachers ◽

Organizational Changes ◽

Compulsory School ◽

The Future ◽

The Hours ◽

Compulsory Subject ◽

First Time

History and Present Time of Physical EducationThe first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education was taught according to the Spiess system and the hours were for more classes or somewhere just for boys. Physical education teachers have been trained since 1871 in Budapest. A significant promoter of physical education was Ivan Branislav Zoch, author of the first Slovak textbook on physical education (1873). The level of physical education increased after the formation of Czechoslovakia in 1918. Physical education was a compulsory subject in schools other than universities (since 1938). Since 1939, in Slovakia the future teachers of physical education were trained in the Physical Education Institute of the Slovak University. The Physical Education Institute underwent a number of organizational changes. In 1960 it was converted into the Institute of Physical Education and Sports, Comenius University in Bratislava, and its direct successor is the Faculty of Physical Education and Sports, Comenius University in Bratislava. Beyond this, the physical education teachers are also trained in other institutions in Slovakia.

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