European Physical Education Review最新文献_第10页

The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education 职业社会化因素与在职体育工作者使用体育教育的关系

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-24 DOI: 10.1177/1356336X221135169

Martin Vasquez, Tristan L. Wallhead

Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.

关于体育教育（SE:Siedentop et al.，2020）如何为学生提供有价值的教育成果，已有大量的实证证据，但对于在职教师如何在实践中实施该模式，仍然缺乏知识。本研究的目的是检验职业社会化阶段如何预测教师报告的SE结构特征的实施。对65名在本科体育教师教育项目中接受过SE使用培训的经验丰富的教师进行了SE使用和职业社会化调查。受访者报告了三种SE实施版本：（a）完整版、（b）修改版和（c）轻度，大多数教师报告使用了完整版或修改版的SE。职业社会化（体育教师教育规划）是教师模式使用的唯一重要预测因素。通常实现的SE功能包括正式比赛、团队关系和赛季。学生角色、记录和最终事件等更以学生为中心的特征在实践中使用频率较低。职业社会化仍然是在职教师在职业实践中使用SE的最有力预测。鼓励体育教师教育项目探索促进职前教师学习如何实施以学生为中心的SE特征的方法，因为这种学习可能会转化为学校的教学实践。

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引用次数: 1

Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education 小学体育教学中认知挑战性体育活动游戏对执行功能的急性增强

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-13 DOI: 10.1177/1356336X221135139

Athanasios Kolovelonis, M. Goudas

This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.

本研究考察了认知挑战性体育活动游戏对学生体育执行功能和情境兴趣的影响。调查对象是来自4所小学的144名四年级和五年级学生(75名男生，69名女生)。本急性实验采用四组、重复测量、交叉准实验设计，包括一个体育课程。每所学校的一个四年级和一个五年级的班级被随机分配到进行认知挑战性体育活动游戏的第一组，进行足球技能教学的第二组，进行田径技能教学的第三组，以及进行认知挑战性体育活动游戏的第四组(等候名单对照组)。包括执行功能的测试前和测试后测量和情境兴趣的测试后测量。参加具有认知挑战性的体育活动游戏的第一组学生比参加足球或田径技能课程的学生和等候名单控制组的学生在执行功能方面的得分提高得更多。在等候名单对照组实施具有认知挑战性的体育活动游戏时，对学生执行功能的积极影响也得到了复制。研究发现，参加足球技巧课程的学生执行功能有所改善。与参加足球或田径运动的学生相比，参加具有认知挑战性的体育活动游戏的学生在新颖性方面得分更高。这些结果支持认知挑战性体育活动游戏在体育教学中触发学生执行功能的有效性。

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引用次数: 4

A systematic review exploring body image programmes and interventions in physical education 探讨身体形象课程和体育教育干预的系统综述

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221097318

C. Kerner, Amy Prescott, Robyn A Smith, Michael B Owen

Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.

身体形象对儿童和青少年的健康有影响。学校已被定位为提供身体形象教育和支持身体形象发展的合适地点;然而，人们对体育在身体形象教育中的作用知之甚少。本研究的目的是系统地回顾2000年至2021年间发表的以体育为基础的身体形象或以身体为重点的课程的内容和有效性的证据。使用Web of Science、SCOPUS、EBSCO、PsycINFO、MEDLINE、Science Direct和SportDiscus等7个数据库，共检索到1185篇非重复文章。文章是根据以下纳入标准选择的:(a)以探索身体形象或相关现象的体育教育为基础的干预、计划或课程，(b)关注18岁或以下的儿童或青少年，(c)在2000年至2021年之间进行的，(d)定量和/或定性方法，以及(e)以英语出版。在筛选过程中，共有19篇文章被纳入本综述。结果表明，大多数方案报告了成功的结果，但在方案设计和执行方面没有一致的方法。体育活动和健身项目是最常用的干预类型，其次是关键的社会文化视角和关注运动体验和身体功能的项目。虽然以健身为基础的项目在改善身体形象和相关现象方面通常是有效的，但未来的研究应该探索与这些变化相关的机制，并进一步考虑如何利用社会文化视角来支持身体形象项目。

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引用次数: 5

The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19. 在新冠肺炎期间教授高中健康和体育课程，课程让位于喧嚣

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221086366

Vaughan Cruickshank, Shane Pill, Casey Mainsbridge

This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.

本研究调查了2020年澳大利亚一个州在Covid-19抑制措施期间中学(高中)教师在线提供健康和体育教育(HPE)的经历。研究已经注意到混合学习和翻转课堂在HPE中的使用，但对完全在线学校HPE的交付知之甚少。对8名高中HPE专业教师进行半结构化访谈，为分析提供定性数据。教师的经验分析表明，在大多数情况下，HPE并没有发生;相反，开始提供身体活动，或者HPE被边缘化，在被认为地位和优先级较高的受试者之间进行运动休息。此外，教师们发现在线提供HPE是具有挑战性的，他们努力与学生建立联系，参与并为他们的在线学生提供公平的机会。结果表明，向在线提供HPE导致了教育目的的减少。

引用次数: 0

Physical education student teachers' wellbeing during Covid-19: Resilience resources and challenges from school placement. 新冠肺炎期间体育学生教师的健康状况：学校安置的弹性资源和挑战

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-11-01 DOI: 10.1177/1356336X221088399

Niamh O' Brien, Wesley O'Brien, João Costa, Manolis Adamakis

The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers' school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers' practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

2019冠状病毒（新冠肺炎）大流行引发了全球教育领域的重大挑战，尤其是体育教师教育（PETE）社区。在新冠肺炎大流行期间，参加教师教育课程的学生经历了前所未有的突然教学转变，从面对面的能力转变为远程教学、学习和评估环境。至关重要的是，由于额外的环境和社会变化，师生的学校安置经历面临着越来越多的挑战和实际影响。在全球和国家对初始教师教育（ITE）计划的持续挑战的背景下，本定性研究使用了来自PETE计划的24名学生体育（PE）教师的代表性样本，调查了新冠肺炎大流行对2020/2021学年最后一学年学生教师实践和福祉的影响。结果表明，学生教师坚持认为，锻炼、与大学和学校安置社区的联系，以及个人和专业组织技能，是保护他们健康的恢复力资源。相反，学生教师表示，学校安置隔离、体育教学受限、工作量增加、教师效能低下，以及执行新冠肺炎行为法规的责任，都是对他们健康产生负面影响的挑战。论文最后提出了一些实践，这些实践可能会进一步支持皮特和ITE项目及其学生教师在整个职业生涯中保持稳定的幸福水平。

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引用次数: 0

Bildung: A German student-centered approach to health and physical education Bildung：德国以学生为中心的健康和体育教育方法

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-22 DOI: 10.1177/1356336X221133060

J. Wibowo, C. Krieger, C. Gaum, B. Dyson

Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.

理论基础是健康与体育研究的基础。它们反映了历史和文化的思想和价值观。在本文中，我们试图将来自北欧-德国文化区的教育哲学作为以学生为中心的教学的理论基础介绍给英语读者。在健康和体育教育中，培养关注的是学生及其自我形成的过程。建设是指认知、身体、情感、社会和审美能力的全面发展。这是一个积极和反思的过程，以个性的内在发展为中心，是由个人在感知、解释和回应现实的过程中实现的，反过来，塑造了他们生活的世界。在本文中，我们还讨论了健康和体育教育与社会建构主义方法的相似之处，特别是与社会和情感学习的概念。

引用次数: 2

Enhancing sport education experiences through service-learning 通过服务学习提升体育教育体验

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132770

L. M. García López, D. Gutiérrez, Irene González-Martí, Yessica Segovia, A. MacPhail

In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students from primary to secondary school. Seventeen teachers and 435 eleven- to sixteen-year-olds across five SE networks participated in this study, in which an SL experience was embedded in the SE season. All the networks included one intact group of secondary school students and between one and three intact groups of primary school students. The programme comprised between 18 and 21 physical education (PE) lessons for each secondary school group, and between 14 and 18 PE lessons for each primary school group. A total of 40 volunteer secondary school students (28 girls and 12 boys) performed the role of SL coordinators, coaching primary school students in several sessions. The data were obtained through focus groups with students and primary school teachers and interviews with secondary school teachers during and after the programme implementation. The results were analysed through the lens of situated learning. The integration of SE and SL has led both to legitimate peripheral participation and real participation in the community of practice, through the connection established by SE roles. SL reconfigures SE, allowing purposes that might be of significant educational relevance to be addressed, such as a positive transition from primary to secondary school. The secondary school students who acted as SL coordinators assumed their responsibilities to a greater degree than in previous SE seasons and gained a deeper understanding of the roles.

在本研究中，我们探讨了服务学习（SL）在多大程度上可以提高体育教育（SE）的教育潜力，以期为学生从小学到中学的积极过渡做出贡献。来自五个SE网络的17名教师和435名11至16岁的青少年参与了这项研究，其中SL体验嵌入了SE季节。所有网络都包括一组完整的中学生和一到三组完整的小学生。该方案包括每个中学组18至21节体育课，每个小学组14至18节体育课。共有40名志愿中学生（28名女孩和12名男孩）担任SL协调员，在几次会议上指导小学生。数据是通过对学生和小学教师的重点小组以及在方案实施期间和之后对中学教师的访谈获得的。通过情境学习的视角对结果进行了分析。SE和SL的融合通过SE角色建立的联系，导致了合法的外围参与和对实践社区的真正参与。SL重新配置了SE，允许实现可能具有重大教育意义的目的，例如从小学到中学的积极过渡。担任SL协调员的中学生比前几季承担了更大的责任，并对角色有了更深入的了解。

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引用次数: 0

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages 中等体育教育中高结构与低结构合作学习对不同年龄段亲社会行为的影响

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-20 DOI: 10.1177/1356336X221132767

Luis García-González, Mónica Santed, E. Escolano-Pérez, J. Fernández-Río

Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents’ prosocial behaviours at different ages. The study followed a quasi-experimental pre-test–post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers’ feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.

尽管研究探索了在中等体育教育中使用合作学习的好处，但仍存在一些研究空白，即对其对亲社会行为的影响、对青少年成长过程的影响的研究有限，以及缺乏对不同结构的合作学习框架的评估。本研究的目的是比较高结构和低结构的合作学习框架，并评估它们对不同年龄段青少年亲社会行为的影响。该研究采用了准实验性的测试前-测试后设计。共有286名学生（150名女生）参加，分为四组：对照组1（8年级学生）、对照组2（10年级学生），实验组1（9年级学生）和实验组2（11年级学生）。所有组都经历了相同的Acrosport单元，但对照组处于低结构合作学习环境中，实验组处于高结构合作学习框架中。在干预前后测量合作学习和亲社会行为。结果显示，在较小的年龄体验到高结构框架的学生在调节合作学习有效性的五个变量以及他们的亲社会行为方面的得分显著提高。青少年年龄越大，合作学习的变化就越少，亲社会行为也没有变化。经历低结构框架的学生并没有改善他们的合作学习，并在年轻时降低了他们的同理心、社会关系和领导力。总之，合作学习必须通过异质性的工作组、教师的反馈和共同的监管来产生积极的影响。然而，年龄较大的青少年需要专门设计的具有较长学习单元的合作学习环境。

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引用次数: 1

Physical literacy in children: Exploring the construct validity of a multidimensional physical literacy construct 儿童体育素养:多维体育素养构念的构念效度探讨

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-19 DOI: 10.1177/1356336X221131272

Úna Britton, S. Belton, Cameron Peers, J. Issartel, Hannah R. Goss, M. Roantree, Stephen Behan

Physical literacy (PL) is highlighted as a construct that can positively impact physical activity (PA). Measurement methods and definitions for PL exist, but vary between research groups. This variation affects the ability to compare research findings. The purpose of this study was to assess the construct validity of PL in children. PL was operationalised according to Whitehead’s (2001) definition, comprising confidence, motivation, physical competence, and knowledge and understanding. Participants (n = 1073; mean age 10.86 ± 1.20 years: 53% male) were measured on: (i) confidence (Physical Activity Self-Efficacy Scale; Bartholomew et al., 2006), (ii) motivation (Behavioural Regulation in Exercise-Adapted; Sebire et al., 2013), (iii) physical competence (health-related fitness: 20 m shuttle run, back-saver sit-and-reach, handgrip strength, plank); balance (Bruininks-Oseretsky Test of Motor Proficiency 2; Bruininks, 2005); object-control and locomotor skills (Test of Gross Motor Development-3rd edition (TGMD-3); Ulrich, 2016); and (iv) knowledge and understanding (PA and sedentary guidelines). Confirmatory factor analysis (CFA) was conducted to analyse the factor structure of PL. The best-fitting model (χ2 = 209.8, df = 99, p < 0.001; comparative fit index = 0.95, normed fit index = 0.91, Tucker–Lewis index = 0.93, root mean square error of approximation = 0.032, 95% confidence interval: 0.026–0.038) was a three-component model containing the domains of motivation, confidence, and physical competence. The knowledge and understanding domain did not fit the model well. Factor loadings were highest for confidence and motivation. Findings support the adoption of a pragmatic approach to PL measurement. CFA results indicated a similar factor structure as has been identified in other studies which have used different tools to measure PL domains.

体育素养(PL)被强调为一种可以积极影响体育活动(PA)的结构。PL的测量方法和定义是存在的，但在不同的研究小组之间有所不同。这种差异影响了比较研究结果的能力。本研究的目的是评估儿童PL的构念效度。根据Whitehead(2001)的定义，PL是可操作的，包括信心、动机、身体能力、知识和理解。参与者(n = 1073;平均年龄(10.86±1.20)岁，男性占53%)，测量指标为:(1)自信(体育活动自我效能量表;Bartholomew et al.， 2006)， (ii)动机(运动适应性行为调节;Sebire et al.， 2013)， (iii)身体能力(与健康相关的体能:20米穿梭跑、仰卧式坐前伸、握力、平板支撑);平衡(Bruininks-Oseretsky运动能力测验2);Bruininks, 2005);物体控制和运动技能(大肌肉运动发展测试-第三版(TGMD-3);乌尔里希,2016);(iv)知识和理解(PA和久坐指南)。采用验证性因子分析(Confirmatory factor analysis, CFA)分析其因子结构，最佳拟合模型(χ2 = 209.8, df = 99, p < 0.001;比较拟合指数= 0.95，归一化拟合指数= 0.91,Tucker-Lewis指数= 0.93，近似均方根误差= 0.032,95%置信区间为0.026 ~ 0.038)是一个包含动机、信心和身体能力域的三成分模型。知识和理解领域不能很好地拟合模型。信心和动机的因素负荷最高。研究结果支持采用实用的方法来测量PL。CFA结果表明，在其他使用不同工具测量PL结构域的研究中发现了类似的因子结构。

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引用次数: 4

Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment 为体育职前教师提供机会，询问他们的评估概念和实践

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Physical Education Review

Pub Date : 2022-10-06 DOI: 10.1177/1356336X221129057

André Moura, A. MacPhail, A. Graça, P. Batista

This study enacted and supported a scaffolding process to improve preservice teachers’ (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs’ understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Assessment literate teachers can enact appropriate assessment practices that can improve students’ learning and the teaching-learning process while providing opportunities for students to regulate their learning. Eight physical education PSTs working with the same university supervisor took part in the study. Data were collected through individual and focus group interviews, post-seminar reflections and testimonial surveys, researcher's field notes, and PSTs’ school placement reports. This study highlighted that supportive, practical and critical participatory approaches are crucial to encourage PSTs to question and change their assessment conceptions, and to improve their assessment literacy. Results also showed that, despite struggling to avoid practicing what they experienced as school students (i.e. socialisation experiences), PSTs can alter their assessment understanding and practices to incorporate assessment for learning principles. Teacher educators are encouraged to consider how they can best acknowledge and address the pre-conceived assessment conceptions PSTs bring into these programmes.

本研究制定并支持了一个脚手架过程，以提高职前教师(pst)在经历学校安置时的评估素养。至关重要的是，要创造机会，增强pst对评估素养的理解，帮助他们重新考虑以前作为学生形成的概念(社会化经验)，并对评估为学生的学习提供的好处表示感谢。具有评估素养的教师可以制定适当的评估实践，以改善学生的学习和教学过程，同时为学生提供调节学习的机会。与同一所大学的导师一起工作的8名体育教师参加了这项研究。数据通过个人和焦点小组访谈、研讨会后反思和证词调查、研究人员的实地笔记和PSTs的学校安置报告收集。这项研究强调，支持性、实践性和批判性的参与性方法对于鼓励pst质疑和改变其评估观念以及提高其评估素养至关重要。结果还表明，尽管努力避免实践他们作为学校学生的经历(即社交经历)，pst可以改变他们对评估的理解和实践，以纳入学习原则的评估。鼓励教师教育工作者考虑他们如何才能最好地承认和处理pst在这些课程中引入的预先设想的评估概念。

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引用次数: 2