scholarly journals Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 764-774
Author(s):  
David Hortigüela-Alcalá ◽  
Alejandra Hernando Garijo ◽  
Ángel Pérez-Pueyo
Keyword(s):  
Physical Education ◽  
Professional Identity ◽  
Physical Distance ◽  
Teaching Staff ◽  
Future Teachers ◽  
School Teachers ◽  
University Teachers ◽  
Educational Role ◽  
The Subject ◽  
University Training

The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject; b) reconstruction of professional identity; c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Resumen. La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura; b) reconstrucción de la identidad profesional; c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.

scholarly journals Educación Histórica y competencias educativas en la formación universitaria

CEM ◽  
2020 ◽  
pp. 181-192
Author(s):  
Maria Pilar Molina-Torres
Keyword(s):  
Teaching Staff ◽  
Learning And Teaching ◽  
Secondary Teaching ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
University Training ◽  
Geographical Space ◽  
Ways Of Life

The aim of this work is to promote the proximity of the students of the Master’s Degree in Secondary teaching staff of the University of Córdoba with respect to the concept of heritage and the implementation of didactic itineraries in their university training. For our proposal, an interactive teaching-learning is established that gives the possibility to the students to work in an investigative way the exits of the classroom. The study sample is made up of 107 students of the subject Learning and teaching the corresponding subjects in Social Sciences: Geography and History. According to the results of the pre-test and the post-test, the understanding of the geographical space, its historical formation process, and the ways of life developed in it, have been very useful to link the students of the MAES with their immediate environment and also contribute to the understanding of the historical dynamics that shape it.

scholarly journals On Training and Retraining Teachers for Students’ Physical Education

2019 ◽  
pp. 592-601
Author(s):  
Galina Yamaletdinova ◽  
Sergey Belykh ◽  
Mykhailo Kolyada ◽  
Olga Oleynik
Keyword(s):  
Physical Education ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Academic Disciplines ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Future Teachers ◽  
Actual System ◽  
Health Culture ◽  
Oriented Approach

The conducted study was triggered by the problem of transition from a body-oriented approach to a personality-oriented approach inyoung people’sphysical education. The personality-oriented paradigm underlying training and retraining of teachers for students’ physical education was selected as the research methodology, and the model of improving such training of the teaching staff was suggested as a tool for implementing this paradigm. The presented model reflects the most important structural elements that we wished to test during the pedagogical experiment – improving future teachers’ motivation for their own physical activity and assessing the efficiency of a number of elective subjects. The modelis based on the assumed target of implementing activities by a health culture physical education teacher and reflects the actual system of knowledge concerning health and personal responsibility for teachers’ own health and that of students under their care. Also, the stages of building teachers’ professional competence and basic academic disciplines that will make the greatest contribution towards the achievement of the set goals are provided. The outlined stages represent a single process of physical and spiritual education to build future teachers’ knowledge and skills in the field of health culture. As a way to achieve these goals, it was proposed to introduce new elective disciplines for future teachers of physical education, namely: Pedagogical Anthropology, Personality-Oriented Physical Education and Creative Valeology. The conclusion is made that application of the personality-oriented approach to train future physical education teachers and the model of their training and retraining based on this approach would promote building their health culture education in the quickly changing world aimed at physical perfection of its individuals.

scholarly journals Vocational training of future primary school teachers in the use of new pedagogical technologies in working with pupils

2021 ◽  
pp. 111-121
Author(s):  
Tamara Turchyn ◽  
Viktoriia Lehin ◽  
Lesja Vysochan ◽  
Lidia Pletenicka ◽  
Maryna Tomchenko ◽  
...  
Keyword(s):  
Physical Education ◽  
General Education ◽  
Primary School ◽  
Age Groups ◽  
School Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Training ◽  
The Subject

The courses «physical education» and «increasing sportsmanship» are an important part of the entire process of preparing future primary school teachers for physical education. It is worth noting that the subject «physical education» should be professionally directed, because it is recommended to transform this course from a purely practical direction into a vocational and pedagogical one, introducing into «physical education» - theoretical, methodological, organizational and pedagogical blocks. The subject «physical education» addresses the tasks of improving the level of physical fitness and improving the quality of vocational and pedagogical training of students. The study of the subject «physical education» provides, in addition to solving the problems of strengthening the health and physical development of students, as well as mastering the technique of certain sports, the methods for teaching individual exercises of the school curriculum, methodological techniques, methods for organizing educational activities and the methodology of the chosen sport. Practical classes on the «theory and methods of physical education» provide for the formation of professional preparedness as a holistic state of certain realities. Examples of the restoration of various forms of out-of-class work in accordance with their functions in the general education system indicate the possibility of ensuring the versatile development of motor qualities of pupils, promoting the preservation and strengthening the mental and physical health of children of all age groups. Considering what has already been said, we propose the formation of professional qualities among students of the faculty for the training of primary school teachers to be held in physical education classes with a sports orientation.

scholarly journals The Irish government and physical education in primary schools, 1922–37

2021 ◽  
Vol 45 (167) ◽  
pp. 43-60
Author(s):  
Conor Curran
Keyword(s):  
Physical Education ◽  
Physical Training ◽  
Primary Schools ◽  
Early Years ◽  
Free State ◽  
Teaching Staff ◽  
National Programme ◽  
Irish Government ◽  
The Subject ◽  
Irish Free State

AbstractThis article examines the treatment of physical drill as a curricular subject in primary schools in the Irish Free State in the period from 1922 to 1937. In particular, it assesses the reasons why its status as an obligatory subject was reduced in the mid 1920s. It will show that the availability of facilities, resources and teaching staff with suitable qualifications were all considerations, while some teachers were not physically capable of teaching the subject in the early years of the Irish Free State. In addition, a strong emphasis on the Irish language and the view that a reduced curriculum was more beneficial to learning meant that some subjects, including physical drill, were deemed optional. However, the decision to reduce the subject's status had not been supported by everyone and it was mainly the Irish National Teachers’ Organisation which was behind the move. Following its reduction from an obligatory subject to an optional one as a result of a decision taken at the Second National Programme Conference in 1926, a lack of a clear policy on the subject became evident. By the early 1930s, the subject was receiving more attention from the Irish government, which made some efforts made to integrate the Czechoslovakian Sokol system into Irish schools. In examining conflicting views on how to implement the Sokol system, and the work of Lieutenant Joseph Tichy, the man recruited to develop it within the Irish army, this article also identifies the reasons why this method of physical training was not a success in Irish schools.

scholarly journals Sensibilización de los futuros egresados y egresadas de Magisterio hacia la diversidad desde la Educación Física por medio de la propuesta de buena práctica “More Than Able” (Diversity awareness in university students from Physical Education with the pro

Retos ◽  
2020 ◽  
pp. 684-691
Author(s):  
Cristina Menescardi ◽  
Isaac Estevan ◽  
Israel Villarrasa-Sapiña ◽  
Adrià Marco-Ahulló ◽  
Gonzalo Monfort-Torres ◽  
...  
Keyword(s):  
Physical Education ◽  
University Students ◽  
Good Practice ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Future Teachers ◽  
Diversity Awareness ◽  
Inclusive Approach ◽  
Degree Of Satisfaction ◽  
Buenas Prácticas

El presente estudio describe y analiza la valoración del alumnado universitario ante la propuesta “More than able”. Esta es una propuesta de buenas prácticas sobre la sensibilización hacia la diversidad funcional desde el área de Educación Física, y específicamente, mediante tareas relacionadas con las habilidades motrices básicas. El objetivo de este trabajo fue diseñar, aplicar y valorar una buena práctica que ofrezca una propuesta de sensibilización al alumnado basada en el uso de personajes de cómics como son los superhéroes y las superheroínas. Para valorar el grado de satisfacción de la propuesta, se empleó el cuestionario sobre la experiencia de buenas prácticas y el análisis de contenido sobre una pregunta abierta en relación a la experiencia. Los resultados mostraron que la práctica fue valorada como útil, innovadora, sostenible y transferible a su futura experiencia docente, así como una experiencia satisfactoria para el alumnado. Por tanto, el profesorado de las facultades de Magisterio o de otras que preparen a los/as futuros/as docentes, así como ellos mismos, deben ser conocedores de este tipo de propuestas y llevarlas a cabo en la formación reglada de los/as futuros/as egresados/as para acercar la escuela actual a una escuela inclusiva.Abstract. The present study describes and analyzes the assessment of university students with regard to the “More than able” proposal. This is a diversity awareness proposal from the area of Physical Education, and specifically, through tasks related to fundamental motor skills. The aim of this work was to design, apply, and evaluate a good practice offering a proposal for raising students’ awareness based on the use of comic characters such as superheroes and superheroines. In order to assess the degree of satisfaction of the proposal, a questionnaire of good practices and an open question in relation to the experience were used. The results showed that the practice was valued as useful, innovative, sustainable, and transferable to their future teaching experience, as well as a satisfactory experience for students. Therefore, the teaching staff of this or other Schools that train future teachers, as well as currently employed teachers, must be aware of these types of proposals and carry them out in the formal training of future teachers to bring the current school closer to an inclusive approach.

CHARACTERISTICS OF SAMPLES IN RUSSIAN-LATVIAN RESEARCH PROJECT ON PEDAGOGUE PROFESSIONAL IDENTITY: ANALYSIS OF PERSONAL INFORMATION ITEMS

2018 ◽  
Vol 2 ◽  
pp. 63-73
Author(s):  
Tatiana Bogdanova ◽  
Jelena Jermolajeva ◽  
Svetlana Silchenkova
Keyword(s):  
Professional Identity ◽  
Structural Model ◽  
Personal Information ◽  
Educational Systems ◽  
School Teachers ◽  
Research Project ◽  
University Teachers ◽  
The Common ◽  
General School ◽  
University Lecturers

The study is a part of Latvian-Russian research project on the professional identity of teacher started in 2013. The aim of the article is to analyze and compare the data of Latvian and Russian respondents in personal information items in two questionnaires for school teachers and university lecturers designed for studying the structural model of teacher’s professional identity. The surveys were carried out in 2015 (for university teachers, 198 respondents) and 2017 (for school teachers, 433 respondents). The common features of the modern pedagogical staff of the two countries are revealed, and differences and problem zones of the educational systems are indicated. Examining respondents’ personal information items, researchers revealed that in both countries, official statistical data on the pedagogical community, especially on the school teachers community, are incomplete and contradictory, especially in general school education. This suggests the need to improve methods of collecting statistical information in the field of public education.

scholarly journals Reconstruyendo la materia de Didáctica de la Educación Física desde la perspectiva autobiográfica del alumnado (Reconstructing the subject of Didactics of Physical Education from students’ autobiographical perspective)

Retos ◽  
2019 ◽  
pp. 628-633
Author(s):  
Raúl Eirín-Nemiña
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
School Context ◽  
Naturalistic Inquiry ◽  
Future Teachers ◽  
Inquiry Approach ◽  
Autobiographical Texts ◽  
The Subject ◽  
Educación Primaria ◽  
Positive Memories

El propósito de este artículo es el de investigar las experiencias y recuerdos de las clases de Educación Física (EF) que tienen los alumnos y alumnas de la materia de Didáctica de la EF del grado de de maestro de la USC. Se ha hecho analizando el discurso que presentan los estudiantes de la materia, apoyándose en la teoría de la memoria autobiográfica, mediante textos autobiográficos de sus recuerdos de la EF escolar. Los participantes han sido 60 alumnos (47 mujeres y 13 hombres) de la materia Didáctica de la EF, de la titulación de Grado en Maestro de la USC. Para acceder a sus autobiografías se han usado relatos elaborados de sus recuerdos escolares. El análisis de los datos se ha usado desde un enfoque de indagación naturalista (Lincoln & Guba, 1985) a través de la lectura reiterada de los textos elaborados por los alumnos, identificando temas recurrentes y patrones que dan como resultado el establecimiento de categorías provisionales que, una vez decantadas, conforman los temas centrales y el contenido del discurso que expresan los textos. Estos se agrupan en torno a recuerdos agradables y positivos, memorias negativas e influencias del profesor. Estas concepciones que traen los futuros docentes sirven como contexto para confrontarlos con una idea de EF escolar que rompa estos estereotipos. Apoyada en una idea de EF inclusiva e integradora, favorecemos la adquisición de un espíritu crítico para que, como futuros docentes de educación primaria, construyan sus propios significados de la EF en la escuela y en su identidad profesional.Abstract. The purpose of this article is to investigate experiences and memories of Physical Education classes (PE) of students from the subject of Didactics of PE of the degree in Primary Education of USC. This has been done by analyzing the discourse presented by students of the subject, relying on the theory of autobiographical memory, through autobiographical texts of their memories of school PE. Participants were 60 students (47 women and 13 men) of the subject in Didactics of PE. To access their autobiographies, written accounts of their school memories were used. Data analysis was carried out from a naturalistic inquiry approach (Lincoln & Guba, 1985) through repeated readings of the texts written by the students, identifying recurring themes and patterns that result in the establishment of provisional categories that, once settled, constituted the central themes and contents of the discourse expressed in the texts. These are grouped around pleasant and positive memories, negative memories and teachers’ influences. These conceptions that future teachers bring serve as a context to confront them with an idea of school PE that breaks these stereotypes. Based on an inclusive and integrative idea of PE, we favour the acquisition of a critical spirit so that students, as future teachers of primary education, construct their own meanings of PE within the school context and in their professional identity.

scholarly journals Primary School Teacher' Perceptions towards the Physical Education Component of Creative and Performing Arts Curriculum in Botswana

2010 ◽  
Vol 16 (2) ◽  
pp. 58-64
Author(s):  
Lobone L. KASALE ◽  
Martin M. MOKGWATHI
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Teacher Perceptions ◽  
Performing Arts ◽  
Primary Schools ◽  
Design And Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
Arts Curriculum ◽  
The Subject

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject. 本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。

scholarly journals Educación física en Uruguay: formación y actuación profesional en la perspectiva de los estudios de género y queer

2021 ◽  
Vol 5 (2) ◽  
pp. 213-224
Author(s):  
Jose Manuel Alvarez Seara
Keyword(s):  
Physical Education ◽  
Qualitative Methodology ◽  
Public Institutions ◽  
Academic Departments ◽  
Sexual Diversity ◽  
Institutional Level ◽  
The Public ◽  
The Subject ◽  
University Training ◽  
Made In

ResumenEl presente artículo realiza un breve recorrido histórico de la formación en educación física en el Uruguay hasta el presente, haciendo hincapié en la trayectoria de las instituciones públicas que realizaron y realizan en la actualidad la mencionada formación en todo el país, visibilizando los cambios que se dieron a nivel institucional y realizando un análisis desde la perspectiva de género y de diversidad sexual. Se utilizó una metodología cualitativa de revisión documental de textos publicados sobre la temática. Se observó que los cambios introducidos en los últimos años en la formación pública en educación física han sido favorables, siendo que actualmente es una formación universitaria, lo que posibilitó diversas mejoras en el acceso para estudiar y en la formación de departamentos académicos, entre otras. Asimismo a nivel de la perspectiva de género y diversidad sexual se observa que se han realizado cambios en el ISEF-UDELAR, pero que no han sido suficientes para revertir la invisibilidad del tema en la comunidad educativa, se advierte que la institución debería impulsar cambios profundos que tengan en cuenta la temática.Palabras clave: Formación en Educación Física. Género. Diversidad Sexual. Phisical education in Uruguay: formation and profesional performance in the perspective of gender and queer studiesAbstractThis article makes a brief historical overview of formation in physical education in Uruguay up to the present, emphasizing the trajectory of the public institutions that carried out and currently carry out the aforementioned formation throughout the country, making visible the changes that are taking place. They gave at the institutional level and carried out an analysis from the perspective of gender and sexual diversity. A qualitative methodology of documentary review of published texts on the subject was used. It was observed that the changes introduced in recent years in public physical education have been favorable, being that it is currently a university training, which made possible various improvements in access to study and in the formation of academic departments, among others. Likewise, at the level of the gender and sexual diversity perspective, it is observed that changes have been made in the ISEF-UDELAR, but that they have not been enough to reverse the invisibility of the subject in the educational community, it is noted that the institution should promote profound changes that take into account the theme.Keywords: Formation in Physical Education. Gender. Sexual Diversity. Educação física no Uruguai: formação e atuação profissional na perspectiva dos estudos de gênero e queerResumoEste artigo faz um breve panorama histórico da formação em educação física no Uruguai até a atualidade, destacando a trajetória das instituições públicas que realizaram e atualmente realizam a referida formação em todo o país, evidenciando as mudanças que estão ocorrendo no plano institucional, e realizando uma análise desde a perspectiva de gênero e diversidade sexual. Foi utilizada uma metodologia qualitativa de revisão documental de textos publicados sobre a temática. Observou-se que as mudanças introduzidas nos últimos anos na formação pública em educação física têm sido favoráveis, sendo atualmente uma formação universitária, o que possibilitou diversas melhorias no acesso ao estudo e na formação dos departamentos acadêmicos, entre outras. Da mesma forma, ao nível da perspectiva de gênero e diversidade sexual, observa-se que mudanças foram realizadas no ISEF-UDELAR, mas não foram suficientes para reverter a invisibilidade da temática na comunidade educacional, nota-se que a instituição deve promover mudanças profundas que contemplem o tema.Palavras-chave: Formação em Educação Física. Gênero. Diversidade Sexual.

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