基于挑战的体育教学方法:探究学生教师对教学风格和动机体验的看法

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Hospitality Leisure Sport & Tourism Education Pub Date : 2023-06-01 DOI:10.1016/j.jhlste.2023.100432
Evelia Franco , Alba González-Peño , Paloma Trucharte , Víctor Martínez-Majolero
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引用次数: 3

摘要

本研究分析了与传统教学方法相比,体验挑战性学习(CBL)如何影响师生的基本心理需求和对教师风格的感知。对实验组和对照组进行了准实验研究。83名体育活动和体育科学学位的学生教师(Mage=20.07,SD=1.82;范围=17-27岁)共报告了128份回复(对照组=71;下一个实验组=57),他们完成了一些自我报告的验证问卷。基于非参数检验比较独立组和相关组的分析表明,在干预14周后,处于CBL状态的师生表现出比TT组更高的能力满意度(MCBL=4.21vs.MTT=3.80)、更低的能力(MCBL=1.87 vs.MTT=2.46)和相关性(MCBL1.58vs.MTT=1.99)挫折感。在教学风格方面,基于CBL经验的学生教师认为他们的教授比TT组的学生教师使用了更多支持自主性和结构的策略。研究结果表明,CBL可能是一种有效的方法论方法,可以让学生教师在大学环境中以及未来作为教师实现动机效果。
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Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers

The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (ncontrol = 71; nexperimental = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (Mage = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (MCBL = 4.21vs.MTT = 3.80) and lower competence (MCBL = 1.87 vs. MTT = 2.46) and relatedness (MCBL = 1.58 vs. MTT = 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.

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来源期刊
CiteScore
8.10
自引率
10.80%
发文量
41
审稿时长
42 days
期刊介绍: The Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE) is the leading international, peer-reviewed educational journal for this subject grouping. Its aims are to: a) Promote, enhance and disseminate research, good practice and innovation in all aspects of higher education in Hospitality, Leisure, Sport and Tourism and Events to its prime audience including teachers, researchers, employers, and policy makers. b) Encourage greater understanding, links and collaboration across its constituent fields. JoHLSTE is designed to have maximum impact through it being available on-line, fully archived and peer-reviewed. JoHLSTE is divided into seven sections: Editorial; Academic Papers; Practice Papers, Perspectives, Comments and Rejoinders, Research Notes and Reports and Education Resource Reviews.
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