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首页> 外文期刊>Journal of sport & exercise psychology >Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers' Beliefs and Teaching Behaviors
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Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers' Beliefs and Teaching Behaviors

机译：树立需要支持的教学方式：干预对体育教师信念和教学行为的影响

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摘要

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 +/- 10.44 years) and 669 students (424 boys, M = 14.58 +/- 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers' beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers' in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers' beliefs regarding both autonomy support and structure. As for teachers' actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.
机译：本干预研究调查了体育（PE）教师是否可以学习利用自主支持和结构化的教学策略。在39名教师（31名男，M = 38.51 +/- 10.44岁）和669名学生（424名男，M = 14.58 +/- 1.92岁）的样本中，我们调查了基于自决理论的专业发展培训是否导致（a）教师对自主支持和结构化策略的有效性和可行性的看法，以及（b）老师在课堂上对这些策略的依赖（由老师，外部观察员和学生评价）发生变化。干预导致教师在自治支持和结构方面的观念发生积极变化。至于教师的实际教学行为，这种干预成功地增加了学生和外部观察者的自主性支持，同时导致教师报告的结构发生了积极变化。讨论了对专业发展的影响和对未来研究的建议。

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