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Perception, Implementation and Mentoring: A Constructivist Approach to Pre-service Physical Education Teachers.

机译：感知，实施和指导：对职前体育教师的建构主义方法。

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摘要

This work has three objectives: to examine the perceptions of pre-service Physical Education (PE) teachers on Teaching Games for Understanding (TGfU), including the factors influencing their perceptions; to investigate the teaching behaviors of pre-service teachers towards TGfU, including the determinants predicting such behaviors; and to explore the mutual interactions among pre-service teachers, cooperating teachers, and university supervisors during mentoring in TGfU teaching.;The first study (Chapter 3) examined pre-service teachers' perception of TGfU and factors influencing their perception of TGfU. Piaget's (1970) cognitive constructivism and Vygotsky's (1978) social constructivism provided a theoretical framework to steer the research purposes and design. By adopting a qualitative approach, 20 pre-service PE teachers (F=8, M=12) were recruited for individual semi-structured interviews. Data were analyzed using content analysis (Patton, 2002). Findings indicated TGfU is beneficial for students due to its propensity to make students feel fun, stimulate their thinking, and to be wholly inclusive. However, difficulties in understanding the nature of TGfU and implementing TGfU were encountered. Most of the pre-service teachers reported they would use TGfU in the future while some of them preferred to implement the skill-based approach during the teaching practicum due to the limited perceived support from cooperative teachers towards TGfU and short time of teaching practicum. Finally, individual factors including game knowledge, teacher beliefs, prior teaching and learning experience and social factors such as government policy, school context, and support from peers, teacher educators, and cooperative teachers were identified to influence pre-service teacher perception of TGfU.;The second study (Chapter 4) investigated pre-service PE teachers' teaching behavior towards TGfU and the factors determining their teaching behavior towards TGfU. Theory of Planned Behavior by Ajzen (1991) was applied to guide the formulation of research purpose and design. The case study design (Merriam, 1998) was conducted with six pre-service teachers. Data collection consisted of documentation, systematic observation and semi-structured interviews. Data were analyzed using descriptive statistics and content analysis. Findings from the case studies indicate that pre-service teachers cannot implement the TGfU model effectively. Three groups of factors including attitude (pre-service teachers' attitude towards TGfU), subjective norm (the support from cooperating teachers, university supervisors, other school PE teachers, and students), and perceived behavior control (space, class time, equipments, game knowledge, TGfU conceptual understanding, students skill level, and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behavior. Among these factors, perceived behavior control was important because most of the pre-service teachers could not implement TGfU effectively mainly due to the constraints of resources and TGfU conceptual understanding.;The third study (Chapter 5) focuses on three groups of teachers including pre-service teachers, cooperating teachers and university supervisors. The purpose of this study is to examine the awareness, attitude, and understanding of the three groups of teachers regarding TGfU, as well as to investigate the mutual interactions among them during mentoring in TGfU teaching. The theoretical framework of this study was based on situated learning theory (Wenger, 1998). Ten pre-service teachers, nine cooperating teachers, and three university supervisors were invited as participants. The written artifacts and semi-structured interviews (Patton, 2002) were conducted for data collection. Qualitative data were analyzed using data analysis (Patton, 2002). Findings indicate that there is a mutual interaction between pre-service teachers and their mentors. Mentoring provided by university supervisors has positive impact on the understanding and implementation of TGfU by pre-service teachers. Meanwhile, cooperating teachers and university supervisors also obtained benefits from mentoring in the TGfU teaching. However, the impact of mentoring provided by cooperating teachers on the implementation of pre-service teachers of TGfU is limited. The mutual interaction may be attributed to the following differences of the three groups in terms of awareness, attitude, and understanding towards TGfU including: first, pre-service teachers and university supervisors are more aware of TGfU compared with cooperating teachers due to relevant pedagogical courses and practical teaching experience; second, although the three groups of teachers all have positive attitudes towards TGfU, the reasons associated with such attitudes differ; and third, the three groups of teachers all hold constructivist views on TGfU but cooperating teachers seemed to be confused with the concept of TGfU.;Given the findings, The implication of this study include: first, government should provide professional development on the PE curriculum innovation to pre-service teachers and TGfU training program to shool PE teachers; second, the major content and instructional strategies of the TGfU professional development program should be adjusted in universities, and third, the school environment context should be developed.
机译：这项工作的三个目标是：检查职前体育（PE）教师对理解游戏教学（TGfU）的看法，包括影响他们对看法的因素；调查职前教师对TGfU的教学行为，包括预测此类行为的决定因素；并探讨了在TGfU教学中的指导过程中，职前教师，合作教师和大学主管之间的相互关系。；第一项研究（第3章）研究了职前教师对TGfU的看法以及影响他们对TGfU看法的因素。皮亚杰（1970）的认知建构主义和维果斯基（1978）的社会建构主义提供了指导研究目的和设计的理论框架。通过定性的方法，招募了20名职前体育教师（F = 8，M = 12）进行个别的半结构式访谈。使用内容分析法分析数据（Patton，2002）。结果表明，TGfU有利于学生，因为它倾向于使学生感到乐趣，激发他们的思维并具有包容性。但是，在理解TGfU的性质和实施TGfU时遇到了困难。多数职前教师报告说，他们将来会使用TGfU，而一些教师更愿意在教学实习期间实施基于技能的方法，因为合作教师对TGfU的支持有限，而且教学实习时间较短。最后，确定了个人因素，包括游戏知识，教师信念，先前的学习和学习经验以及社会因素，例如政府政策，学校环境以及来自同龄人，教师教育者和合作教师的支持，以影响教师对TGfU的看法。 ；第二项研究（第4章）调查了职前体育教师对TGfU的教学行为以及决定他们对TGfU的教学行为的因素。 Ajzen（1991）的计划行为理论被用于指导研究目的和设计的制定。案例研究设计（Merriam，1998）由六名职前教师进行。数据收集包括文档，系统观察和半结构化访谈。使用描述性统计和内容分析对数据进行分析。案例研究的结果表明，职前教师不能有效地实施TGfU模型。三类因素包括态度（职前教师对TGfU的态度），主观规范（合作老师，大学导师，其他学校体育老师和学生的支持）以及感知的行为控制（空间，上课时间，设备，确定游戏知识，TGfU概念理解，学生技能水平和课堂纪律），以确定职前教师采用TGfU的意图和随后的TGfU教学行为。在这些因素中，知觉行为控制很重要，因为大多数职前教师主要由于资源和对TGfU概念的理解而无法有效地实施TGfU。;第三项研究（第5章）重点研究了三组教师，包括服务老师，合作老师和大学导师。这项研究的目的是检验三组教师对TGfU的认识，态度和理解，并研究在TGfU教学中的指导过程中他们之间的相互影响。这项研究的理论框架是基于情境学习理论的（Wenger，1998）。邀请了10名职前教师，9名合作教师和3名大学主管。进行了书面文物和半结构化访谈（Patton，2002年）以收集数据。使用数据分析法对定性数据进行了分析（Patton，2002）。调查结果表明，职前教师与其导师之间存在相互影响。大学主管提供的指导对职前教师对TGfU的理解和实施产生积极影响。同时，合作老师和大学导师也从TGfU教学中的指导中受益。但是，合作教师提供的指导对TGfU职前教师实施的影响是有限的。相互互动可能归因于三组在对TGfU的认识，态度和理解方面的以下差异，包括：首先，由于相关的教学课程，与合作老师相比，职前教师和大学督导员对TGfU的了解更多和实践教学经验；第二，尽管三组教师对TGfU都持积极态度，但这种态度相关的原因有所不同。第三三组教师对TGfU持建构主义观点，但合作教师似乎对TGfU的概念感到困惑。鉴于研究结果，本研究的意义包括：首先，政府应在体育课程创新方面提供专业发展，以职前教师和TGfU培训计划，以学校体育老师；第二，应在大学中调整TGfU专业发展计划的主要内容和教学策略，第三，应开发学校环境。

著录项

  • 作者

    Wang, Lijuan.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Curriculum and Instruction.;Education Teacher Training.;Education Physical.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 292 p.
  • 总页数 292
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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