{"title":"体育教师身具能力的培养:微格教学后PETE学生的身具体验与思考","authors":"Tonje Fjogstad Langnes, Judith Helene Bratten","doi":"10.1080/17408989.2023.2256757","DOIUrl":null,"url":null,"abstract":"<p><b>ABSTRACT</b></p><p><i>Background</i>: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.</p><p><i>Purpose</i>: Drawing on the concept of embodied professional competence developed by Winther [(2012). <i>Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation</i>. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.</p><p><i>Methods</i>: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.</p><p><i>Findings</i>: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and <i>learn</i> how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.</p><p><i>Conclusions</i>: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that <i>learning how to reflect upon bodily experiences</i> and <i>share them in a safe community</i> provides an excellent starting point for further development of the PETE students’ professional teaching identities.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing embodied competence while becoming a PE teacher: PETE students’ embodied experiences and reflections after micro-teaching\",\"authors\":\"Tonje Fjogstad Langnes, Judith Helene Bratten\",\"doi\":\"10.1080/17408989.2023.2256757\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><b>ABSTRACT</b></p><p><i>Background</i>: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.</p><p><i>Purpose</i>: Drawing on the concept of embodied professional competence developed by Winther [(2012). <i>Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation</i>. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.</p><p><i>Methods</i>: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.</p><p><i>Findings</i>: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and <i>learn</i> how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.</p><p><i>Conclusions</i>: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. 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引用次数: 0
摘要
摘要背景:成为一名体育教师是一个多方面的过程,涉及许多复杂性和情境特殊性。进入体育教师教育项目,学生教师由于其专业主体性的不确定性而处于弱势地位。在他们的PETE课程中,学生们被介绍到关于身体的不同理解和实践。然而,身体在领导力和关系能力发展中的重要性尚未在PETE或其研究中发挥突出作用。目的:借鉴Winther[(2012)]提出的具身专业能力的概念。Det professionsonlige - om kroppen - some klangbund是专业的交流。Værløse: Billesø &Baltzer],本文旨在深入了解与PETE学生一起解开体现的重要性,以发展他们对自己的身体如何影响他们的领导[体现的专业能力]的理解。更具体地说,引导本文的问题是:关注身体体验如何有助于发展PETE学生的体现专业能力?我们的总体目标是创造一种更具体的方法来与PETE学生一起工作,以发展他们对体育专业发展的(具体的)理解和(实践)具体的教学方法。方法:采用以PETE学生专业能力培养为重点的教研结合项目。所有PETE学生都参加了两个系列的教学,包括微教学和反思他们在教学中的身体体验和交流。因此,数据由PETE学生随后的书面反思组成。研究发现:通过对材料的分析发现,通过微观教学对身体体验的反思需要PETE学生参与到具体专业能力发展的过程中。通过系列教学,他们有机会探索和学习如何教学。在一个安全的社区中,PETE学生在发展他们的具体专业能力的过程中容易受到伤害和犯错误。结论:我们认为将PETE学生的身体体验融入到PETE项目中是非常重要的。研究强调,学习如何反思身体经验,并在一个安全的社区中分享这些经验,为PETE学生的专业教学身份的进一步发展提供了一个很好的起点。
Developing embodied competence while becoming a PE teacher: PETE students’ embodied experiences and reflections after micro-teaching
ABSTRACT
Background: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.
Purpose: Drawing on the concept of embodied professional competence developed by Winther [(2012). Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.
Methods: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.
Findings: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and learn how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.
Conclusions: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that learning how to reflect upon bodily experiences and share them in a safe community provides an excellent starting point for further development of the PETE students’ professional teaching identities.
期刊介绍:
Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.