scholarly journals The changes in gender equality examined through the illustrations in the physical education textbooks for elementary education in Korea : 1981-2008

2016 ◽  
Vol 19 (1) ◽  
pp. 119-148
Author(s):  
Cho Mihye ◽  
Lee Yoonkyung
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Gender Equality

Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education

2020 ◽  
pp. 1-6
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Wesley J. Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Elementary Education ◽  
Occupational Socialization ◽  
Essay Writing ◽  
Research Perspective ◽  
Education Practice ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Personal Belief

The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals’ background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers’ biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.

How do teachers and pupils understand gender equality in physical education

2021 ◽  
Vol 25 (2) ◽  
pp. 117-133
Author(s):  
Keejoon Yoon ◽  
Myoungjin Shin ◽  
Kichul Kim
Keyword(s):  
Physical Education ◽  
Gender Equality

scholarly journals Currículo e Avaliação: um Mapeamento da Visão dos Professores de Educação Física Sobre as Competências Requeridas nos Principais Documentos Regulatórios

2020 ◽  
Vol 21 (3) ◽  
pp. 227-237
Author(s):  
Isis Kfouri Silva ◽  
Eliza Adriana Sheuer Nantes ◽  
Samira Fayez Kfouri da Silva ◽  
Humberto José Carodoso Pianca
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Regulatory Documents ◽  
Exploratory Approach ◽  
Learning Development ◽  
State Educational ◽  
Keywords Education

ResumoEste estudo objetivou mapear a visão dos professores sobre os objetivos e competências requeridas nos principais documentos regulatórios, no que tange à avaliação nas aulas práticas, na disciplina de Educação Física, na Educação Básica do Estado do Paraná, no Ensino Fundamental. Os pressupostos epistemológicos que sustentam este trabalho se ancoram em pesquisas, bem como nos documentos regulatórios do Brasil e do Paraná. Metodologicamente, realizou-se uma pesquisa de cunho qualitativo, com abordagem exploratória. Enquanto instrumento de pesquisa, utilizou-se o questionário, contendo questões abertas e fechadas. Os participantes da pesquisa foram 43 professores de Educação Física da Rede Estadual de ensino do Paraná, atuantes nos anos finais do Ensino Fundamental, alocados no Núcleo Regional de Educação de Londrina-PR. Ao final da pesquisa se conclui que, para avaliar a aprendizagem do aluno nas aulas práticas, de maneira que o ato de avaliar seja realmente uma ferramenta otimizadora do desenvolvimento da aprendizagem dos alunos, é fundamental que os professores conheçam e apliquem o que é estabelecido em torno do currículo apresentado nos documentos, sobretudo, nos objetivos evidenciados pelo Currículo da Rede Estadual Paranaense. Palavras-chave: Ensino. Educação Física. Formação de professor. AbstractThis study aims to map the teachers' view on the objectives and competencies required in the main regulatory documents related to practical classes evaluation in Physical Education discipline, in Elementary Education of Paraná State. The epistemological assumptions that support this study are used in research, plus the regulatory documents of Brazil and Paraná. Methodologically, a qualitative research was carried out, with an exploratory approach. As a research toll, a questionnaire was used, with objective and discursive questions. The research participants were 43 Physical Education teachers from the Paraná State educational network, active in the final years of Elementary Education, allocated at the Regional Education Center of Londrina-PR. At the end of the research, it was concluded that, in order to evaluate the student’s learning in practical classes, as an optimizing tool for the student’s learning development, it is essential that teachers know and apply what is already established around the curriculum presented in the regulatory documents, especially in the objectives evidenced by the Curriculum of Paraná State Network. Keywords: Education. Physical Education. Teacher training.

scholarly journals Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física (Teaching-learning methodologies and its relation with students’ motivation and engagement in Physical Education lessons)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Sixth Grade ◽  
Cross Sectional ◽  
Student Centered ◽  
Motivation And Engagement ◽  
Cross Sectional Design ◽  
Teaching Learning

Given the low motivation and engagements of some students during the Physical Education (PE) lessons, the main aim of this study is to analyze the relationship between the learning methods adopted by teachers (constructive, productive, reproductive, and laissez-faire) from the students’ perspective, and the motivational processes and the engagement of the students during the PE lessons. Participants were 465 male (n = 223) and female students (n = 242) aged between 10 and 14 years-old (M = 11.36; SD = 0.91) belonged to Elementary Education (fifth and sixth grade, n = 293) and Secondary Education (first and second grade, n = 172). Through a study with a correlational and cross-sectional design, students fulfillment self-reported questionnaires about teaching-learning methodologies, motivation and engagement. A structural equation modelling was used. The results showed that the constructive and reproductive methodologies were associated with the autonomous motivation. In addition, the productive and reproductive methodologies were related to the controlled motivation, whereas the productive methodology were associated with the amotivation. Finally, only the autonomous motivation was significant related to the engagement for PE lessons. Therefore, due to these obtained results, PE teachers should select more student-centered methodologies instead of teacher-centered methodologies, with the aim to get a higher quality student-motivation and engagement in the development of PE lessons.

scholarly journals Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Senad Bajrić ◽  
Osmo Bajrić ◽  
Velibor Srdić ◽  
Saša Jovanović
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Secondary School ◽  
Motor Skills ◽  
Secondary School Students ◽  
Measurement Data ◽  
Global Changes ◽  
School Students ◽  
School Year ◽  
Quantitative Changes

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

scholarly journals Los contenidos de salud en el área de educación física: Análisis del currículum vigente (HHealth contents in Physical Education: Analysis of the current curriculum)

Retos ◽  
2015 ◽  
pp. 134-140 ◽  
Author(s):  
Juan Carlos Pastor Vicedo ◽  
Pedro Gil Madrona ◽  
Alejandro Prieto Ayuso ◽  
Sixto González Víllora
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Global Perspective ◽  
Three Dimensions ◽  
Concept Of Health ◽  
El Sistema ◽  
Legal Frameworks ◽  
Definition Of ◽  
Educación Primaria ◽  
Current Curriculum

Actualmente entendemos la salud desde una perspectiva global. Esta configuración se compone de tres dimensiones, como son la biológica, psicológica y social, quedando obsoleta la definición de salud, simplemente, como ausencia de enfermedad. Este cambio de pensamiento en el concepto de salud, ha afectado también al ámbito educativo, aunque no está tan claro que la legislación lo refleje en este sentido. El propósito del trabajo es realizar un análisis sobre los contenidos de salud desde esta perspectiva global (biológica, psicológica y social), presente en el currículo de Educación Física en la etapa de Educación Primaria, en el sistema educativo español. Para ello se han analizado y comparado los principales documentos legales educativos de referencia como son el antiguo Real Decreto 1513/2006 y el actual Real Decreto 126/2014. De la reflexión profunda de ambos documentos, se ha podido constatar, que la salud es un contenido que se encuentra y se percibe legislado en cada uno de los elementos curriculares que componen el currículo, ya sea de forma explícita, o bien, de forma implícita, y que el actual Real Decreto 126/2014 en vigor continúa la tendencia marcada por el Real Decreto 1513/2006, en el que la salud adquiere una gran importancia en el currículum siendo trabajada desde la triple dimensión que configura la perspectiva global actual del concepto de salud.Abstract. Currently, health is understood from a global perspective. This conformation consists of three dimensions: biological, psychological and social. The definition of health simply as the absence of disease is now outdated. This shift in the concept of health has also affected education, although it does not clearly appear in the law. The aim of this paper is to analyze, from a global perspective (biological, psychological and social), the inclusion of health contents in the curriculum of Physical Education in elementary education in Spain. For this purpose, we have analyzed and compared the main legal reference documents: the old Real Decreto 1513/2006 and the current Real Decreto 126/2014. The study of both documents indicates that health contents appear in each of the elements that comprise the curriculum, either explicitly or implicitly. In addition, the present Real Decreto 126/2014 continues the tendency outlined by Real Decreto 1513/2006. In both legal frameworks, health contents are a very important part of the curriculum, as they exercise the three dimensions of the current global perspective on health as a concept.

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