Emotions and pedagogical change in physical education teacher education: a collaborative self-study

Fletcher, Tim; Hordvik, Mats Melvold

doi:10.1080/13573322.2022.2035345

Cited by 11 publications

(4 citation statements)

References 43 publications

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“…Ref. [ 29 ] found that emotions come often paired (i.e., trust-distrust, uncertainty-confidence), which adds complexity to the gamification process [ 28 ]. In the present study, positive emotions appeared while the teacher was preparing different resources for use during the implementation, while negative ones were linked to the program’s effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…This becomes especially important in understanding how changes in pedagogy affect teacher educators and their students, who will also be future teachers [ 28 ]. Recently, [ 29 ] highlighted that “pedagogical change involved not only decisions and knowledge that are grounded in the practical and technical but also the emotional” (p. 11). They found that emotions are often paired (i.e., trust-distrust, uncertainty-confidence), which adds complexity.…”

Section: Introductionmentioning

confidence: 99%

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“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

Aguilar

Grau

Gavira

et al. 2023

IJERPH

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Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19–27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

Aguilar

Grau

Gavira

et al. 2023

IJERPH

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show abstract

“…During the classes, teachers must be very physically active. In addition, working on oneself and self-study ability are key factors in becoming highquality physical education teachers (e.g., Andrew, et.al., 2016;Fletcher & Hordvik, 2023).…”

Section: Physical Education Teacher In Middle Schools: Requirements …mentioning

confidence: 99%

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

Németh,

Shopulatov,

Norboyev

et al. 2024

INT J INSTRUCTION

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This study aimed to discuss the academic profiles and requirements of physical education teachers at middle schools. Therefore 102 physical education teachers (Mage= 44) from Uzbekistan participated in this study. The literature review method was used to find potential research papers. A special self-report interview was used to determine the professional needs of physical education teachers working at middle schools. The results of the interviews were used to determine the indicators of the professional profiles of the physical education teachers. The results showed that physical education teachers should meet several professional requirements. Also, revealed five main requirements, namely, psychological and pedagogical requirements, personal and professional requirements, teaching (or methodological) requirements, communicative and organizational requirements, and scientific-educational requirements. The research results can be applied to the future training of physical education teachers, the development of teacher education programs, and the organization of an effective educational process in schools. Future physical education teachers can use the results of this study to envision professional requirements, skills, and experiences.

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“…Enjoying lessons automatically motivates students to learn. This motivation has implications for improving student learning outcomes (Fletcher & Hordvik, 2023;Gitman & J., 2015;Opuni-Frimpong et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Demonstration Methods to Improve Students' Learning Outcomes in Class 2 Pancasila Symbol Materials at SD N Utan Kayu Selatan 01 2022/2023

Paulus,

Simatupang,

Darma

2023

Education

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There are many ways to improve learning outcomes, where one of the methods used is the demonstration method, if most of the teaching material is only delivered in verbal language so that it is sometimes difficult for students to understand, then with the demonstration method the explanation becomes easier for students to understand. The method used is qualitative with a class action model. The aim of the study was to determine the effect of the demonstration method on the learning outcomes of Civics class 2 students at SDN Utan Kayu Selatan 01 Jakarta for the 2022/2023 academic year. This research is a two-round action research with each cycle consisting of four stages, namely planning, action and observation, reflection, and review. The subjects of this study were grade 2 students at SD N Utan Kayu Selatan 01 Jakarta for the 2022/2023 academic year whose student learning outcomes increased from Cycle I to Cycle II. Cycle I (51%) and Cycle II (89%). This study found that the demonstration method had a good effect on student learning outcomes at SD N Utan Kayu Selatan 01 East Jakarta and this learning method could be used as an alternative to civics learning.

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Emotions and pedagogical change in physical education teacher education: a collaborative self-study

Cited by 11 publications

References 43 publications

“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

Demonstration Methods to Improve Students' Learning Outcomes in Class 2 Pancasila Symbol Materials at SD N Utan Kayu Selatan 01 2022/2023

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