scholarly journals Formation and development of vocational mobility of the future teacher of Physical Education in educational space of university

2018 ◽  
Vol 8 (4) ◽  
pp. 142-147
Author(s):  
Tatiana Anatolievna Fugelova
Keyword(s):  
High School ◽  
Physical Education ◽  
Continuing Education ◽  
Education System ◽  
Future Teacher ◽  
The Other ◽  
Personal Factors ◽  
Vocational Orientation ◽  
The Social ◽  
The Future

The article is based on the idea of conjugation between social and personal factors in the preparation of a teacher of Physical Education (PE). It creates the conditions for building a harmonious relationship with the surrounding world, finding one’s place in society, vocational orientation, formation of readiness for adaptability and mobility in the future vocational activity. The conditions, ensuring the formation and development of vocational mobility of the future teacher of PE in the socio-cultural educational space of high school, are dialogization, taking part of the future experts in project activities at various levels.  We have considered the process of formation and development of vocational mobility of the future expert in the social and cultural educational space of high school within the framework of the continuing education system. The concept of continuing education involves the inclusion of dialogue relationship, which contributes to the formation and development of vocational mobility of the future teacher of PE at all levels: knowledge, skills, creativity, experience in value and emotional orientation. The transition from one level of formation of vocational mobility to the other one in the socio-cultural educational space of high school is provided by the realization of the complex of strategic conditions and pedagogical tactics (pedagogical support, educational accompaniment, enhance social and vocational values), which contribute to the development of the readiness of the future teachers of PE to changes, innovations in the process of vocational activity. Keywords:  vocational mobility, educational space, continuing education, strategies and tactics of vocational mobility.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

scholarly journals Relatedness-Supportive Learning Environment for Girls in Physical Education

2014 ◽  
Vol 7 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Sandra L. Gibbons
Keyword(s):  
High School ◽  
Social Context ◽  
Physical Education ◽  
Learning Environment ◽  
Social Environments ◽  
Alternative Strategies ◽  
Healthy Relationships ◽  
The Social ◽  
High School Physical Education ◽  
Supportive Learning Environment

The challenges and issues associated with girls’ disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls’ engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.

Modelling learning in youth archery

2020 ◽  
Vol 104 (561) ◽  
pp. 427-434
Author(s):  
Tyler Skorczewski
Keyword(s):  
United States ◽  
High School ◽  
Elementary School ◽  
Physical Education ◽  
Student Motivation ◽  
Wildlife Conservation ◽  
The United States ◽  
The Future

The National Archery in the Schools Program (NASP) began in Kentucky, USA in 2002 and has rapidly expanded to thousands of students around the United States. The program teaches archery in physical education classes and organises tournaments for student archers in elementary school and high school. The program goals include improving student motivation, attention, behaviour, attendance and focus, as well as introducing students to an outdoor skill with the hope that this may increase attention to wildlife conservation efforts in the future.

Who is my stranger?

2018 ◽  
pp. 176-201
Author(s):  
Richard M. Titmuss
Keyword(s):  
Social Groups ◽  
Gift Exchange ◽  
The Other ◽  
Economic Aspects ◽  
Social Facts ◽  
The Social ◽  
Material Gain ◽  
The Future ◽  
Traditional Societies

This chapter explores the social and economic aspects of gift-exchange as a universal phenomenon. Examples drawn from both complex and traditional societies indicate that the personal gift and counter-gift, in which givers and receivers are known to each other and personally communicate with each other, is characterised by a great variety of sentiments and purposes. At one end of the spectrum, economic purposes may be dominant as in some forms of first-gifts which aim to achieve a material gain or to enhance prestige or to bring about material gain in the future. At the other end are those gifts whose purposes are predominantly social and moral in that as ‘total social facts’ they aim to serve friendly relationships, affection, and harmony between known individuals and social groups. Meanwhile, social gifts and actions carrying no explicit or implicit individual right to a return gift or action are forms of ‘creative altruism’.

The Utopian, the Dystopian, and the Heroic Deeds of One

2017 ◽  
Author(s):  
Lars Schmeink
Keyword(s):  
War On Terror ◽  
Political Change ◽  
Social Consequences ◽  
The Other ◽  
Global Issues ◽  
The Social ◽  
The Everyday ◽  
The Future ◽  
Present Possibility

Chapter 6 discusses the TV series Heroes as more optimistic in its depiction of the social consequences of posthuman evolution than the other texts analyzed. The show's premise of posthumanity as a result of evolutionary mutation reflects radical changes in subjectivity not onto an elite few, as in classic superhero narratives, but onto the everyday man. The series consequently emphasizes the potential of the posthuman condition as a catalyst for global social and political change – a solution to the 'big issues' that elude the current institutions of power. The posthuman becomes the site of struggle over the potential changes to the future, in effect over the concept of utopia. In contrasting dystopian futures with the present possibility of change through posthumanity, the show allows a utopian space to emerge, in which global issues such as the war on terror can be solved and attacks such as those on 9/11 could be prevented. In this, Heroes returns to humanist notions and concepts of history as events shaped by exceptional individuals, while at the same time complicating them with communal images of a cooperative and interconnected posthuman subjectivity.

Training of Future Teachers to Interact with Schoolchild’s Family

2016 ◽  
Vol 4 (5) ◽  
pp. 23-29
Author(s):  
Смирнова ◽  
Anastasiya Smirnova
Keyword(s):  
High School ◽  
High School Student ◽  
Future Teacher ◽  
Family Education ◽  
Theoretical Knowledge ◽  
Educational Support ◽  
Professional Interaction ◽  
Conflict Situations ◽  
Different Types ◽  
The Future

The article considers the content and methods of training of pedagogical high school student to interact with the schoolchild’s family, purpose of which is to enrich the base of his theoretical knowledge, mastering their techniques and skills of professional interaction with children and members of their family. The author presents a developed model of training of the future teacher in the process of realization of the special course “Family problems and family education”, orienting the teacher to the psychological and educational support of children, resolution of complex conflict situations in different types of families, help parents in creating a friendly family atmosphere.

scholarly journals Becoming Teachers’ Little Epics: What digital storytelling might reveal

2015 ◽  
Vol 49 (3) ◽  
pp. 641-660 ◽  
Author(s):  
Linda Radford ◽  
Avril Aitken
Keyword(s):  
Social Justice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Future Teacher ◽  
Future Teachers ◽  
The Social ◽  
The Future ◽  
The Face ◽  
Critical Moments

This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social.

scholarly journals Profesor Klonimir Škalko

2018 ◽  
Vol 24 (1) ◽  
Author(s):  
Mate Zaninović
Keyword(s):  
High School ◽  
Literary Work ◽  
Teaching Profession ◽  
The Other ◽  
Preparatory School ◽  
The Social ◽  
Social Realm ◽  
The Village

Professor Klonimir Škalko came from a family of teachers so that he also decided upon a teaching profession. He was born in Olib in 1895 and after completing elementary and preparatory school which in those days was equivalent to the lower grades of high school, he enrolled at the Male School of Teaching in Arbanasi near Zadar, this being the title by which the school went at that period. He graduated in 1914 and bis first teaching post was in the village of Ba- njevci, the Benkovac district. He remained here from October 1, 1914 to September 30, 1919. Because the threat existed of being arrested when the Italians occupied Dalmatia after WWI, he left for Zagreb where he worked in the publishing-informative department of the People’s council in Zagreb. After a short while a letter arrived from Ivko Radovanović, who had become the provincial school supervisor in 1920, informing him to return to Zadar and assume the teaching duties in the School of teaching. Although to return was difficult he took over the the duties of teacher in the school and of prefect in the pupil’s dorm. After the Rapallo agreement of November 12, 1920 he departed with the other teachers of the school for Dubrovnik, enrolling afterwards at the Higher School of Pegagogy in Zagreb. For a certain period of time he worked in Vis and upon graduating from the Higher School he received a teaching post at the School of Teaching in Šibenik. He went on with his studies in Zagreb — College of Pedagogy — and after graduating became the professor for the pedagogical group of subjects at the School of Teaching in Šibenik. Before the outbreak of WWII he became the principal of this school, but when the Italian forces entered Šibenik he was arrested and sent off to a prisoner’s camp where he remained till the end of 1943. After the liberation of tire country he took up residence and worked in Zagreb where he passed away in 1961. Professor Klonimir Škalko did literary work and, as an excellent pedagogue, he wrote a number of prominent pedagogical monographs and treatise. According to his convictions he was liberal and democratic, as well as being a great patriot, while he was also active and engaged in the social realm up to the time of his death.

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