职前体育教师对师范教育课程中预期挑战和需求的看法

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Audrey-Anne de Guise, Stéphanie Girard, M. Boulanger
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引用次数: 0

摘要

鉴于教师辍学是初任教师面临的一个问题,因此必须积极主动地留住教师。体育教育职前教师的教育课程是他们专业发展的重要组成部分,为他们面对退休后的挑战做好准备,尤其是学生的积极性。作者们认识到,在师范教育课程中考虑职前教师的需求以及他们对开始教学后所面临挑战的担忧非常重要(Richards 等人,2013 年)。本研究采用定性方法,旨在:(1)确定职前体育教师对预期挑战的总体看法;(2)确定他们在支持学生积极性方面预期会遇到的具体挑战;(3)描述他们如何做好支持学生积极性的准备。参与者包括 18 名来自加拿大魁北克法语大学的职前体育教师(平均年龄 = 25 岁;平均年龄 = 3.61 岁)。共进行了四次焦点小组讨论,并按照 Boutin(2007 年)提出的四个步骤对数据进行了分析。结果表明,职前体育教师面临的主要挑战是课堂管理和学生缺乏学习动力。在支持学生积极性方面,突出强调了五个具体挑战:(1)学生的异质性;(2)支持积极性的学习活动建议;(3)学生参与;(4)对不参与学生的管理;(5)性别差异。至于他们在师范教育课程中的需求,学员们希望学习如何规划激励策略,获得更多的实践机会,并讨论如何实施这些策略。最后讨论了对师范教育课程的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs
Given that teacher dropout is an issue for beginning teachers, it is important to be proactive in order to retain teachers within the profession. Physical Education pre-service teachers’ education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students’ motivation. Authors recognize the importance of considering pre-service teachers’ needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013). Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers’ perceptions of anticipated challenges in general, (2) identify the specific challenges they anticipate aboutsupporting students’ motivation and (3) describe how they can be prepared to support students’ motivation. Participants consisted of 18 pre-service Physical Education teachers (Mage = 25; SD = 3.61 years) from French-language universities in Quebec (Canada). Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007). Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students’ lack of motivation. In terms of supporting students’ motivation, five specific challenges were highlighted: (1) student heterogeneity, (2) proposal of learning activities to support motivation, (3) student engagement, (4) management of disengaged students, and (5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teachereducation programs are discussed in the conclusion.
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来源期刊
Canadian Journal of Higher Education
Canadian Journal of Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
14.30%
发文量
30
审稿时长
44 weeks
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