体育教学实践:教师经验与角色扮演的研究

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Physical Education Review Pub Date : 2023-06-29 DOI:10.1177/1356336x231183789
Carl-Emil Marstrander Askildsen, Knut Løndal
{"title":"体育教学实践:教师经验与角色扮演的研究","authors":"Carl-Emil Marstrander Askildsen, Knut Løndal","doi":"10.1177/1356336x231183789","DOIUrl":null,"url":null,"abstract":"Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's role enactment develop throughout the teaching unit? Qualitative data were gathered from workshops, observations from PE sessions in a 10th-grade class, and interviews with the teacher and his students. By applying the joint action in didactics framework, we discuss three key findings: (1) a rough start – feelings of chaos and inadequacy, (2) a shift in the teacher's role enactment, and (3) closing in on the students’ practising. The study concludes that applying the PM framework challenged the usual PE practice of this class. Too many different learning trajectories and didactic sub-milieus, a reconceptualisation of roles and teaching strategies, and epistemological breaches and task overload challenged the teacher considerably. The turning point for the teacher emerged as a conceptual shift, leaving behind the role of an organiser, and instead pursuing the role of a close, curious, and questioning teacher, drawing on different teaching styles to meet students’ needs. Modelling new pedagogical reforms and establishing adequate pedagogical tact certainly requires practising the practice, allowing new roles, expectations, requirements, and strategies to settle as the new normal.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Practising in physical education: A study of a teacher's experiences and role enactment\",\"authors\":\"Carl-Emil Marstrander Askildsen, Knut Løndal\",\"doi\":\"10.1177/1356336x231183789\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's role enactment develop throughout the teaching unit? Qualitative data were gathered from workshops, observations from PE sessions in a 10th-grade class, and interviews with the teacher and his students. By applying the joint action in didactics framework, we discuss three key findings: (1) a rough start – feelings of chaos and inadequacy, (2) a shift in the teacher's role enactment, and (3) closing in on the students’ practising. The study concludes that applying the PM framework challenged the usual PE practice of this class. Too many different learning trajectories and didactic sub-milieus, a reconceptualisation of roles and teaching strategies, and epistemological breaches and task overload challenged the teacher considerably. The turning point for the teacher emerged as a conceptual shift, leaving behind the role of an organiser, and instead pursuing the role of a close, curious, and questioning teacher, drawing on different teaching styles to meet students’ needs. Modelling new pedagogical reforms and establishing adequate pedagogical tact certainly requires practising the practice, allowing new roles, expectations, requirements, and strategies to settle as the new normal.\",\"PeriodicalId\":47681,\"journal\":{\"name\":\"European Physical Education Review\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Physical Education Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/1356336x231183789\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Physical Education Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/1356336x231183789","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

教师是设计师,这个职业的一个基本行为是精心设计学习经验,以满足特定的目的。在本研究中,我们跟随一位挪威体育(PE)教师在设计和教学中采用一种称为实践模式(PM)的教学模式。两个研究问题指导了这项研究:(1)教师如何体验由PM通知的教学单元?(2)教师角色扮演在整个教学单元中是如何发展的?定性数据收集自研讨会,观察10年级班级的体育课程,并采访了老师和他的学生。通过在教学框架中应用联合行动,我们讨论了三个关键发现:(1)一个粗糙的开始-混乱和不足的感觉;(2)教师角色设定的转变;(3)接近学生的实践。研究的结论是,应用项目管理框架挑战了这个班通常的体育实践。太多不同的学习轨迹和教学亚环境,角色和教学策略的重新概念化,以及认识论上的突破和任务过载,对教师构成了相当大的挑战。教师的转折点是观念的转变,不再是组织者的角色,而是追求亲密、好奇和提问的角色,利用不同的教学风格来满足学生的需求。模拟新的教学改革和建立适当的教学策略当然需要实践实践,允许新的角色、期望、要求和策略作为新常态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Practising in physical education: A study of a teacher's experiences and role enactment
Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How does a teacher experience conducting a teaching unit informed by the PM? (2) How does the teacher's role enactment develop throughout the teaching unit? Qualitative data were gathered from workshops, observations from PE sessions in a 10th-grade class, and interviews with the teacher and his students. By applying the joint action in didactics framework, we discuss three key findings: (1) a rough start – feelings of chaos and inadequacy, (2) a shift in the teacher's role enactment, and (3) closing in on the students’ practising. The study concludes that applying the PM framework challenged the usual PE practice of this class. Too many different learning trajectories and didactic sub-milieus, a reconceptualisation of roles and teaching strategies, and epistemological breaches and task overload challenged the teacher considerably. The turning point for the teacher emerged as a conceptual shift, leaving behind the role of an organiser, and instead pursuing the role of a close, curious, and questioning teacher, drawing on different teaching styles to meet students’ needs. Modelling new pedagogical reforms and establishing adequate pedagogical tact certainly requires practising the practice, allowing new roles, expectations, requirements, and strategies to settle as the new normal.
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
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.
期刊最新文献
Exploring the factors that influence the delivery of physical education in alternative provision schools in England Looking forwards and backwards: The continuing influence of COVID-19 on the practices of physical education teachers Muslim students’ experiences of physical education: A scoping review “We have limited time, so it's a zero-sum game”: Influence of secondary organizational socialization on the forms of physical education teacher education provided by European, Asian, and North American-based mid-career faculty members Exploring the enacted content of the Practising Model: A Bildung theoretical perspective
×
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
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 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 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1