scholarly journals Comparison of the activities of teacher trainees during physical education teaching practice

2021 ◽  
Vol 7 (2) ◽  
pp. 41-49
Author(s):  
Zoltán Kiss ◽  
Beáta Dobay
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Teacher Trainees

scholarly journals Innovatív mentortanári szerepek a tanárjelöltek összefüggő szakmai gyakorlata során

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Béla Juhász
Keyword(s):  
Physical Education ◽  
Student Teaching ◽  
Teaching Practice ◽  
Complex Tasks ◽  
Teacher Trainees ◽  
Measurement And Evaluation ◽  
Sports Activities

A tanulmány azt elemzi, hogy mi a szerepe a testnevelő mentortanárnak a tanárjelöltek összefüggő egyéni szakmai gyakorlata során, valamint a mindennapos testnevelés bevezetése milyen új, összetettebb feladatok elé állítja a testnevelőket. A szerző kérdőíves módszerrel három területet vizsgált meg részletesen: 1. Irányító, szervező tevékenység a testnevelésórákon, spotfoglalkozásokon. 2. A  méréssel, értékeléssel kapcsolatos feladatok hatékonysága. 3.Az IKT-s módszerek és eszközök alkalmazása a mozgástanítás során. Az írás a tanári kompetenciákkal, az iskolában folyó tanórán kívüli tevékenységgel foglalkozva kitér arra is, hogy a tanárjelöltek milyen segítséget kapnak a fogadó iskolától, mentoruktól az összefüggő szakmai gyakorlatuk során.The study analyses what the role of the PE supervisor teachers during the student teaching of the teacher trainees is, and what new and complex tasks the PE teachers face as a result of the introduction of everyday physical education. The author examined three issues in details, using the query method: 1. leading and managing activities during the PE lessons and other sports activities; 2. the efficiency of the tasks connected to measurement and evaluation; 3. the application of ICT methods and tools during the teaching of motion. Discussing the teachers’ competences and the activities within the schools but outside the lessons, the paper also examines the help the teacher trainees get from the receiving schools and their supervisors during their student teaching practice. 

scholarly journals Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

2021 ◽  
Vol 18 (3) ◽  
pp. 1177
Author(s):  
Karel Frömel ◽  
Jana Vašíčková ◽  
Krzysztof Skalik ◽  
Zbyněk Svozil ◽  
Dorota Groffik ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Teaching Practice ◽  
Social Health ◽  
Physical Strain ◽  
School Practice ◽  
School Based ◽  
Adequate Response ◽  
Physical Activity Recommendations ◽  
Activity Recommendations

The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.

scholarly journals Možnosti využití teorie OPTIMAL ve školní tělesné výchově a výuce sportovních her

2019 ◽  
Vol 12 (2) ◽  
pp. 166-171
Author(s):  
Radka Peřinová
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Teaching Practice ◽  
The Body ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Teaching Games For Understanding ◽  
Active Involvement ◽  
Optimal Theory ◽  
Main Ideas

The objectives of the prepared article are to give the readers a brief account of the main ideas and foundations stones of a relatively new theory of motor learning, OPTIMAL, formulated by Gabriele Wulf and Rebecca Lewthwait, and also to point out the possibility of its application in school physical education lessons, particularly in teaching sports games. The authors critically assess “traditional” teaching of new locomotor skills stressing the frequent neglect of the internal motivation of pupils and support for their autonomy. According to them, in traditional teaching practice, internal focus of attention is imposed on the pupils, i.e. concentration on the movements of the body or its parts. They claim that the result of such an approach is learning that is not sufficiently effective. On the contrary, they recommend that the teachers should consciously raise the pupils’ expectations, support the need for autonomy by their more active involvement in the teaching process and focus their attention externally, towards the goals of the task. It seems that the practical application of the OPTIMAL theory in school physical education lessons is feasible. It is, above, all the support for autonomy that follows the current trends. However, we expect high demands set on the organization of the teaching process and on the teachers themselves. Future testing in the school practice is necessary. The TGFU (Teaching Games for Understanding) didactic paradigm has been successfully used in teaching sports games for a number of years. Due to the similarity of some principles of the OPTIMAL theory and this paradigm, it is apparent that the new theory of motor learning could be successful, too, particularly in teaching the fundamentals of game skills in sports games. This assumption, however, should also become a subject of testing in the future.

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

2011 ◽  
pp. 2565-2577
Author(s):  
Mike Keppell
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Early Childhood ◽  
Physical Education ◽  
Inclusive Education ◽  
Real World ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Technology Project

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

Research on the teaching practice itself in physical education classes: implications and challenges perceived by a teacher-researcher

2020 ◽  
pp. 1-14
Author(s):  
Aline Rodrigues Santos ◽  
Thayse Polidoro João ◽  
Isabel Porto Filgueiras ◽  
Elisabete dos Santos Freire
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Teacher Researcher
Sign in / Sign up

Export Citation Format

Share Document