scholarly journals Prácticas profesionales en tiempos de pandemia Covid-19: Desafíos para la formación inicial en profesorado de Educación Física (Professional practices in times of Covid-19 pandemic: Challenges for Physical Education initial teaching training)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 162-171
Author(s):  
Alejandro Almonacid-Fierro ◽  
Rodrigo Vargas Vitoria ◽  
Jessica Mondaca Urrutia ◽  
Sergio Sepúlveda-Vallejos
Keyword(s):  
Social Networks ◽  
Physical Education ◽  
Negative Impact ◽  
Physical Education Teachers ◽  
Redes Sociales ◽  
First Semester ◽  
Individual Interviews ◽  
Regional Universities ◽  
Self Learning ◽  
Depth Interviews

  El presente artículo tiene como objetivo comprender el significado del periodo formativo práctica profesional, que vivenciaron estudiantes de la carrera de pedagogía en Educación Física de dos universidades regionales ubicadas en la región del Maule, Chile, durante la pandemia Covid-19 en el primer semestre del año 2020. Desde el punto de vista metodológico, el estudio se instala en la perspectiva interpretativa-cualitativa, de tal manera que se realizaron tres grupos focales y seis entrevistas en profundidad a un total de 34 estudiantes en proceso de práctica profesional. Las entrevistas grupales e individuales se realizaron vía Zoom producto de las restricciones de la autoridad sanitaria. Los resultados dan cuenta de un escaso contacto con los estudiantes de los establecimientos educacionales, utilización de redes sociales como estrategias de enseñanza, y un impacto negativo en los niveles motivacionales producto de la enseñanza virtual, cuestiones que emergen a partir de los procesos reflexivos y de autoaprendizaje de los estudiantes en formación. Estas reflexiones, se sugiere sean consideradas en los procesos de formación inicial, en consideración a la relevancia de la práctica profesional en la construcción del ethos docente, por parte de futuros profesores de Educación Física. Abstract. This article aims at understanding the meaning of the professional curricular internship period experienced by physical education trainees of two regional universities located in the Maule Region, Chile, during the Covid-19 pandemic in the first semester 2020. From the methodological standpoint, the study takes an interpretive-qualitative stance, hence three focus groups were organized and six in-depth interviews were conducted totalling 34 students in the process of professional curricular internship. The group and individual interviews were carried out via Zoom due to the health authority restrictions. The results show scarce contact with the students in the educational establishments, scarce use of social networks as teaching strategies, and a negative impact on motivational levels resulting from virtual teaching. The aforementioned issues emerge from the reflective processes and self-learning of the trainees. This study suggests pondering these reflections in the initial teaching training processes taking into account the relevance of the professional curricular internship in the construction of the teaching ethos of future Physical Education teachers.

scholarly journals Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

2016 ◽  
Vol 42 (4) ◽  
Author(s):  
Marco Cappellini ◽  
Martine Eisenbeis ◽  
Annick Rivens Mompean
Keyword(s):  
Social Networks ◽  
Learning Environment ◽  
Language Learning ◽  
Self Regulation ◽  
Formal Learning ◽  
Nous Proposons ◽  
Self Evaluation ◽  
Individual Interviews ◽  
Learning Journal ◽  
Self Learning

Nous interrogeons les formes d’interactions des apprenants dans un parcours d’autoapprentissage guidé en langues. Le dispositif comprend un centre de ressources en langues, des entretiens et un journal de bord réflexif sur leurs activités dont certaines visent des interactions : tandem, réseaux sociaux, etc. À partir de questionnaires et d’extraits de journaux de bord, nous proposons une typologie des interactions qui nous conduit d’une part à interroger les apprentissages formels, non formels ou informels, d’autre part à relier ces interactions aux différentes catégories de l’autonomisation : autodirection, planification et choix des ressources, autorégulation et choix des stratégies, autoévaluation.We analyze the way interactions take place among learners in a self-directed language learning environment. It gathers a language learning centre, individual interviews and a reflexive learning journal describing their activities, which may include interactions such as tandem, social networks, etc. We rely on questionnaires and learning journal extracts that help us build a typology of interactions. This leads us to discuss the notion of formal, informal and non-formal learning and to associate these interactions with several categories for the development of autonomy: self-direction, planning and choosing resources, self-regulation and choice of strategies and self-evaluation.

scholarly journals Physical Education Teachers’ Views about Character Education

2017 ◽  
Vol 10 (11) ◽  
pp. 86
Author(s):  
Erkut Tutkun ◽  
Ilyas Gorgut ◽  
Ibrahim Erdemir
Keyword(s):  
Physical Education ◽  
Character Education ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
City Center ◽  
National Education ◽  
Individual Interviews ◽  
The Family ◽  
Current Curriculum

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.

scholarly journals A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

2020 ◽  
Vol 16 (15) ◽  
pp. 23
Author(s):  
Seung-Yong Kim
Keyword(s):  
High School ◽  
Physical Education ◽  
Conflict Of Interest ◽  
Physical Education Teachers ◽  
Learner Centered ◽  
High School Physical Education ◽  
Convergence Type ◽  
Qualitative Exploration ◽  
Depth Interviews ◽  
Meaning Analysis

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

scholarly journals Examination of the Opinions of Physical Education and Sports Teachers Working in Private Schools on the Approach of Education, Teaching and Management

2021 ◽  
Vol 7 (2) ◽  
pp. 355
Author(s):  
Abdullah Bingölbalı ◽  
Cumaali Yavuz
Keyword(s):  
Physical Education ◽  
Private Schools ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Physical Education Teachers ◽  
Private Lessons ◽  
Management Processes ◽  
Technological Opportunities ◽  
Depth Interviews

The number of private schools in our country is increasing day by day and they are in demand. As a result of this, an education sector with its own unique working conditions and standards has formed. Based on this situation, it is important for the quality of education to reveal the current situation of private schools regarding the education process from a real, impartial, and different perspective. The aim of this study is to determine the remarks of Physical Education teachers working in private schools on education, training, management processes and parent-student relations in Private Schools. The sample group of this study consists of 20 Physical Education teachers working at private schools in Turkey (in the province of Elazig) and selected according to the criterion sampling method, one of the purposive sampling methods. In the research, semi-structured and in-depth interviews were conducted with 20 teachers by using the phenomenology pattern, one of the qualitative research methods. The collected data were analyzed and themed by content and descriptive analysis methods. It has been determined that the assessment and evaluation made in these schools are not objective and do not reflect the truth. However, it has been observed that all kinds of opportunities are offered in order to increase the learning motivation of students in private education institutions, technological opportunities are high and they are used in the field of education, all kinds of sports and social activities are carried out and these have a positive effect on teaching methods and processes It has been determined in these schools that private lessons are given to some students for money and this is common. It has been observed that this situation affects the perspectives of the teachers towards the students and the students towards the teacher and the lesson and some teachers that direct students to learn formulas and memorize them instead of focusing on their thinking strategies and skills. Emphasis is placed on the selection of school administrators. In addition, it has been determined that parents are closely interested in their students and this situation affects student success closely.

Factors Contributing to the Lack of Female Leadership in School Physical Education

1994 ◽  
Vol 14 (1) ◽  
pp. 34-59 ◽  
Author(s):  
Regina Bloot ◽  
Jennifer Browne
Keyword(s):  
Physical Education ◽  
Career Decisions ◽  
Female Leadership ◽  
Physical Education Teachers ◽  
Ministry Of Education ◽  
Career Experiences ◽  
Social Settings ◽  
The Subject ◽  
Head Of Department ◽  
Depth Interviews

This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.

Middle School Teachers’ Strategies for Including Overweight Students in Skill and Fitness Instruction

2015 ◽  
Vol 34 (1) ◽  
pp. 93-118 ◽  
Author(s):  
Paul B. Rukavina ◽  
Sarah Doolittle ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Motor Skill ◽  
Physical Education Teachers ◽  
School Resources ◽  
Game Play ◽  
The Social ◽  
Teachers Perspectives ◽  
Multicase Study ◽  
Depth Interviews

As part of a larger study, this paper describes teachers’ perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth interviews, class observations, and artifacts from nine experienced and committed suburban middle school Physical Education teachers. Constant comparison was used to generate themes and trustworthiness procedures were used to confirm findings. Two types of strategies for including OWS in instruction were identified: First-order and Second-order. School resources, shared program goals, and beliefs about students and teaching were factors influencing teachers’ decisions and actions for teaching motor skill/game play and fitness content to OWS.

Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

2007 ◽  
Vol 26 (2) ◽  
pp. 177-200 ◽  
Author(s):  
Kathleen M. Armour ◽  
Martin Yelling
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Professional Learning ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Individual Interviews ◽  
Leading Role ◽  
Third Phase ◽  
Field Notes ◽  
Academic Year

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

scholarly journals La educación física chilena y su profesorado: proponiendo algunos retos para la investigación en el área (Chilean physical education and its teachers: proposal of some challenges for research about the subject)

Retos ◽  
2015 ◽  
pp. 291-296
Author(s):  
Alberto Moreno Doña ◽  
Carolina Poblete Gálvez
Keyword(s):  
Education Research ◽  
Physical Education ◽  
Data Collection ◽  
Social Transformation ◽  
Physical Education Teachers ◽  
Research Challenges ◽  
New Public ◽  
The Subject ◽  
Depth Interviews

El siguiente artículo presenta una caracterización de la educación física chilena a partir de las creencias del profesorado del área sobre la asignatura en cuestión y su relación con la transformación social. Para dicha caracterización se han considerado, también, los cambios que la asignatura ha sufrido a raíz de la implementación de nuevas políticas públicas. A partir de grupos focales, entrevistas en profundidad y la observación participante, como técnicas de recogida de datos, se profundiza en cómo la educación física de carácter tecnocrático sigue siendo el eje vertebrador tanto del decir como del hacer de los profesionales del área. A partir de los datos mostrados, se concluye presentando una serie de retos en y para la investigación en la educación física.Abstract. The following paper shows a characterization of Chilean physical education based on the beliefs of teachers in this area about the PE subject and its relationship with social transformation. For this characterization, the changes that the physical education subject has undergone with the implementation of new public policies were also taken into account. Using focal groups, in-depth interviews and participating observation, as well as data collection techniques, the articles explores how a physical education subject with a technocratic character is still the axis on which physical education teachers base their work. Finally, from the data shown, several physical education research challenges are suggested.

scholarly journals Prácticas pedagógicas que favorecen u obstaculizan la inclusión educativa en el aula de educación física desde la perspectiva del alumnado y profesorado (Students’ and teachers’ perspective on pedagogical practices promoting or holding up educational incl

Retos ◽  
2018 ◽  
pp. 212-217 ◽  
Author(s):  
Pía Canales Nuñez ◽  
Omar Aravena Kenigs ◽  
Jaime Carcamo-Oyarzun ◽  
Jorge Lorca Tapia ◽  
Cristian Martinez-Salazar
Keyword(s):  
Physical Education ◽  
Los Angeles ◽  
Pedagogical Practices ◽  
Hindrance Factor ◽  
Physical Education Teachers ◽  
Teachers Beliefs ◽  
8Th Grade ◽  
Personal Skills ◽  
Educational Inclusion ◽  
Depth Interviews

El objetivo del presente estudio fue conocer la percepción del estudiantado acerca de las prácticas pedagógicas que favorecen u obstaculizan la inclusión educativa en el aula de Educación Física. Además, develar las creencias del profesorado de Educación Física sobre la inclusión educativa. El estudio posee un alcance exploratorio-descriptivo y utiliza un método mixto. Los participantes fueron seleccionados en forma intencionada y corresponde a 163 estudiantes que cursan sétimo y octavo año de educación básica y 7 profesores de Educación Física pertenecientes a establecimientos escolares de las comunas de Temuco y Los Ángeles, Chile. Los instrumentos de recolección de información utilizados fueron un cuestionario de valoración de prácticas inclusivas, aplicado al estudiantado, y entrevistas en profundidad aplicadas al profesorado de Educación Física. Los resultados indican que se advierten como factores que favorecen la inclusión en el aula de Educación Física las habilidades personales del profesorado, la clase como un ambiente que beneficia las relaciones. Como factores obstaculizadores surgen la homogeneidad de actividades, la constante competición y la heteroevaluación como principal medio para evaluar el logro de aprendizajes del estudiantado.Abstract. The aim of the present investigation was to analyze students’ perception of the practices that favor or obstruct educational inclusion in Physical Education settings. Also, to inquire about teachers’ beliefs on the subject. The study has an exploratory-descriptive scope and uses a mixed method. Participants included were 163 students in the 7th and 8th grade of the Temuco and Los Angeles, Chile, and 7 teachers of Physical Education at all levels, all of whom were intentionally selected. The instruments of data collection were a questionnaire of inclusive practices, and in-depth interviews. Factors that favor inclusion include physical education teachers’ personal skills, and the class as an environment that benefits relationships. As a hindrance factor, homogeneity of activities arises, constant competition, and hetero-evaluation as the main means to evaluate the achievement of students' learning.

scholarly journals The Analysis of Factors Related to Creativity in the Sample of Physical Education Teachers

2018 ◽  
Vol 2 (85) ◽  
Author(s):  
Dalia Lapėnienė ◽  
Audronė Dumčienė ◽  
Tomas Lapėnas
Keyword(s):  
Physical Education ◽  
Social Factors ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Negative Impact ◽  
Social Factor ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
Creative Self

Research background and hypothesis. There are many obstacles for creativity in physical education teachers’ work  but  majority  of  physical  education  teachers  tend  to  work  creatively  so  it  is  worthwhile  to  explore  which variables predict creativity. The hypothesis of the study: Personal factors are more important for physical education teachers’ creativity in comparison to social factors.Research  aim  was  to  identify  individual  and  social  factors,  predicting  creativity  in  the  sample  of  physical education teachers. Research methods. Quantitative study. The questionnaire survey was used to establish the level of creativity, creative self-efficacy, motivation, emotions and the microclimate characteristics. The sample involved 120 physical education teachers. Research results. Creativity was predicted by self-efficacy and intrinsic process motivation. Extrinsic motivation inhibited creativity in physical education teachers’ work. Supervisory encouragement for creativity has the only social factor facilitating creativity.Discussion and conclusions. The obtained data confirmed interrelation between creativity and self-efficacy and validated results obtained by D. F. De Moulin (1993). Intrinsic process motivation also predicts creativity. It is in agreement with Y. Ommundsen and S. Eikanger Kvalo’s (2007) results. Extrinsic motivation has negative impact towards  creativity.  It  is  possible  that  teachers  motivated  intrinsically  create  task-involving  motivational  climate which leads to competitiveness (Ommundsen, Eikanger Kvalo, 2007). Supervisory encouragement is the only social variable predicting teachers’ creativity. The data revealed that supervisors’ behavior was more important than that of colleagues (Laker et al., 2008; Blankenship, Coleman, 2009).Keywords: creativity, personal and social factors.

Sign in / Sign up

Export Citation Format

Share Document