水中的涟漪体育教师教育计划对毕业生对扩展体育活动计划看法的影响

IF 1.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou
{"title":"水中的涟漪体育教师教育计划对毕业生对扩展体育活动计划看法的影响","authors":"Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou","doi":"10.1123/jtpe.2023-0057","DOIUrl":null,"url":null,"abstract":"<p>Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"20 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming\",\"authors\":\"Shannon C. Mulhearn, Pamela Hodges Kulinna, Hans van der Mars, Jaimie McMullen, Michalis Stylianou\",\"doi\":\"10.1123/jtpe.2023-0057\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.</p>\",\"PeriodicalId\":50025,\"journal\":{\"name\":\"Journal of Teaching in Physical Education\",\"volume\":\"20 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-01-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in Physical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1123/jtpe.2023-0057\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Physical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1123/jtpe.2023-0057","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

体育教育工作者经常被要求在规定的上课时间之外推广全校体育活动计划。以往的研究表明,在大学体育教师教育(PETE)培训期间,扩展角色的培训是有益的。在这项定性研究中,13 名来自单一 PETE 项目的毕业生分享了他们目前作为 K-12 学校体育教师开展体育活动的情况。其中包括校园参观和一对一访谈。在参加 PETE 培训期间学到的一些做法和价值观在毕业生目前的做法中非常明显。与以往对体育教育工作者职业社会化的研究相一致,由此得出的主题结论是:(a) 在 PETE 培训期间获得的策略和资源受到重视并仍在使用;(b) 其他影响因素,如管理者和当前岗位上的其他教师,影响了计划的制定。开展全校体育活动的 PETE 计划可扩大学校的教学实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ripples in the Water: Physical Education Teacher Education Program Influence on Graduates’ Perceptions of Expanded Physical Activity Programming

Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Teaching in Physical Education
Journal of Teaching in Physical Education 社会科学-运动科学
CiteScore
4.20
自引率
21.40%
发文量
69
审稿时长
>12 weeks
期刊介绍: The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信