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Implementation of a Constructivist-Oriented Training for Kinesiology Graduate Teaching Assistants.

机译：实施针对运动机能学研究生助教的面向建构主义者的培训。

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摘要

Increasingly, graduate teaching assistants (GTAs) are not assisting faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite this responsibility, GTAs receive little or no pedagogical training and often feel unprepared to teach. Conversely, college and university physical education teacher education (PETE) programs grounded in constructivist principles provide a strong nurturing environment for teacher growth and are increasingly commonplace. Constructivist methods foster learners' active involvement by utilizing real-life learning situations that they perceive as relevant to their own lives -- situations that are contextual and holistic. While constructivist PETE programs have been studied, constructivist kinesiology GTA training has not. Alignment (curricular elements reinforce each other and fit together logically) and sequencing (information is presented in a logical progression) are two goals of constructivist teaching. A pilot study revealed that three key curricular elements - student learning objectives, learning cues, and teacher-provided feedback - were often absent or poorly articulated in GTA lessons. The purpose of this study was to implement and evaluate a constructivist-oriented program to train university GTAs to align student learning objectives (SLOs), learning cues, and teacher-provided feedback in their planning and teaching in physical activity courses. Specifically, the research questions were: (a) To what extent did GTAs implement an aligned and sequenced curriculum when teaching university physical activity courses?; (b) In what ways did a constructivist-oriented training session and semester-long mentoring intervention enhance GTAs' ability to align SLOs, learning cues, and teacher-provided feedback?; (c) In what ways did a constructivist-oriented training session and semester-long mentoring intervention impact GTAs' perceptions of their initial university teaching experience?; and (d) To what extent did the implementation of an aligned and sequenced curriculum impact undergraduate students' experiences in physical activity courses?;This study utilized a qualitative research design, focusing on process, understanding, and meaning, rather than product. The sample was purposeful and non-probabilistic. The primary participants were 11 GTAs new to the physical activity instruction program at a small public university in the United States. I led a three-hour constructivist-oriented training session with this group in the week preceding the fall semester, and observed each GTA teach on three occasions, offering feedback, mentoring, and support. I conducted one-on-one semi-structured interviews with each GTA, two undergraduate students taught by each GTA, and the director of physical activity instruction. I analyzed the data (observation field notes, interview transcriptions, orientation/training documents, lesson plans, syllabi) using constant comparison, comparing units of data to each other as they were gathered to reveal similarities, differences, patterns, and relationships. Categories were utilized to describe and then interpret the data, as I drew inferences and generated theories in response to research questions. This study complements the current literature by applying constructivist principles to training for kinesiology GTAs.
机译：研究生助教（GTA）越来越不协助教职老师，而是发现自己担任首席讲师的角色，尤其是在体育活动课程中。尽管承担了这项责任，GTA却很少接受或根本没有接受过教学培训，并且常常觉得自己没有做好任教的准备。相反，以建构主义原则为基础的高校体育教师教育（PETE）计划为教师成长提供了强大的培育环境，并且越来越普遍。建构主义方法通过利用他们认为与自己的生活相关的现实学习情况（上下文相关和整体性的情况）来促进学习者的积极参与。虽然已经研究了建构主义的PETE程序，但尚未进行建构主义的运动机能学GTA培训。对齐（课程元素可以相互增强并在逻辑上相互融合）和排序（信息以逻辑顺序显示）是建构主义教学的两个目标。一项初步研究表明，GTA课程中经常缺少三个关键的课程元素-学生的学习目标，学习线索和老师提供的反馈。这项研究的目的是实施和评估以建构主义为导向的计划，以训练大学的GTA使其在体育活动课程的计划和教学中调整学生的学习目标（SLO），学习线索和教师提供的反馈。具体而言，研究问题是：（a）在教授大学体育活动课程时，GTA在何种程度上实施了统一且有序的课程？ （b）以建构主义为导向的培训课程和为期一个学期的指导干预以什么方式增强了GTA调整SLO，学习线索和教师提供的反馈的能力？ （c）面向建构主义者的培训课程和为期一个学期的指导干预以什么方式影响了GTA对他们最初的大学教学经验的看法？ （d）统一和有序的课程的实施在多大程度上影响了大学生在体育活动课程中的体验？；本研究采用了定性研究设计，重点是过程，理解和意义，而不是产品。该样本是有目的且非概率的。主要参与者是在美国一所小型公立大学进行的体育锻炼指导计划的11个GTA。在秋季学期开始的前一周，我与该小组一起进行了为时三个小时的面向建构主义者的培训课程，并观察了GTA的每一次教学，分别提供了三次反馈，指导和支持。我与每个GTA进行了一对一的半结构化访谈，每个GTA教了两名本科生，以及体育锻炼指导主任。我使用恒定比较来分析数据（观察领域笔记，访谈记录，方向/培训文档，课程计划，教学大纲），在收集数据单元时将它们相互比较，以揭示相似性，差异，模式和关系。当我做出推论并根据研究问题生成理论时，利用类别来描述然后解释数据。本研究通过将建构主义原理应用于运动机能学GTA的培训来补充当前的文献。

著录项

  • 作者

    Schweighardt, Ray.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Physical education.;Pedagogy.;Teacher education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 218 p.
  • 总页数 218
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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