校长对体育对学术使命的价值的看法的发展与成熟

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ben D. Kern, Laura Palmer
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引用次数: 0

摘要

校长负责领导学校完成以学生核心科目成绩为前提的学术使命。校长在体育教育(PE)方面的社会化经历可能会影响他们对体育的学术价值的认识。我们的目的是调查校长对体育课对学校学术使命的价值的看法的发展和成熟情况。11 位校长完成了两次深入访谈,了解他们对体育对学校学术使命价值的看法。访谈分别在体育教师参加扩展专业发展之前和之后进行。在两次访谈之间,校长们分别对其现任体育教师的教学表现进行了观察和评估。职业社会化理论指导了调查和分析。校长们在 K-12 年级的正反两方面经历影响了他们对体育在教学任务中的价值的看法,并体现在对各自体育教师的绩效预期上。专业培训几乎没有影响,但与体育教师的教学领导互动影响了校长对体育对学校学术使命价值的看法。在研究过程中,校长们对体育课学术性质的看法发生了积极的变化。校长培训计划在支持体育方面提供的指导很少。有机会与体育教师一起观察和反思最佳实践可能会积极地改变他们的观念。有必要对体育等特定内容领域的教师进行更多的评估指导,体育教师可以通过与校长共同探讨符合和支持学校学术使命的最佳实践来抵消边缘化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development and maturation of school principals’ viewpoint of physical education's value to the academic mission
School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.
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来源期刊
European Physical Education Review
European Physical Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
5.90%
发文量
33
期刊介绍: - Multidisciplinary Approaches: European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field. - International Coverage: European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.
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