Physical education teacher educators: A 25-year scoping review of literature

McEvoy, Eileen; MacPhail, Ann; Heikinaro-Johansson, Pilvikki

doi:10.1016/j.tate.2015.07.005

Cited by 77 publications

(44 citation statements)

References 98 publications

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“…A stated strength of the methodology is its ability to identify the key features of a diverse body of research in a connected manner (Davis et al 2009). Today, scoping reviews are an accepted means for reviewing educational research across a range of domains, particularly where those domains are 'breaking new ground' (e.g., DeLuca et al 2015;McEvoy et al 2015;Major and Watson 2017;O'Flaherty and Phillips 2015;Virtanen et al 2017).…”

Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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“…In a seminal article, Sallis and McKenzie (1991) outlined the role of physical education in the achievement of public health goals, particularly in providing youth with opportunities to develop habitual physical activity behaviors. Since then, increased attention has been given to promoting physical activity in schools, as well as in preparing physical education teachers within a public health perspective (for reviews, see Sallis et al, 2012 ; McEvoy et al, 2015 ; Webster et al, 2015 ). As Biddle et al (2014) noted, preadolescents are the most active segment of society.…”

Section: Introductionmentioning

confidence: 99%

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

et al. 2017

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Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.

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“…Teoría de la Socialización Ocupacional: esta teoría se ha utilizado con buenos resultados para explicar por qué los estudiantes de EF y los profesores de EF en servicio piensan y enseñan como lo hacen; pero también, cada vez en mayor medida, se está utilizando para comprender los pensamientos y las prácticas de los FP (Burden et al, 2005;Casey & Fletcher, 2012;Car valho, 2003;Dowling, 2006;Fletcher & Casey, 2014;González, 2016;Graber,1993;Graber & Shempp, 2000;McEvoy et al, 2015;Sá, 2007).…”

Section: Revisión De La Literaturaunclassified

Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de Educación Física

González-Villalobos

López-Taylor

Díaz-Villanueva

et al. 2019

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En la última década se ha incrementado la investigación sobre los formadores de profesores (FP) de Educación Física (EF). En México, sin embargo, esta producción es escasa y muchas preguntas relevantes siguen sin respuesta. Es necesario desarrollar una comprensión más completa de este grupo profesional, ya que es parte integral para la profesión de la EF. El presente estudio se desarrolló usando la teoría de la socialización ocupacional. El objetivo fue describir e interpretar las percepciones sobre el concepto de buen FP de EF que poseen profesores universitarios (quienes son también formadores de profesores) de universidades públicas en México. Participaron 202 FP, a quienes se les pidió específicamente responder la siguiente cuestión: describa lo que es para usted un buen profesor de Educación Superior, formador de profesores. Para el tratamiento de la información, en primera instancia se utilizó el análisis de contenido; posteriormente, se usó la estadística descriptiva, concretamente, las frecuencias y los porcentajes. Los resultados revelan que, para los FP, un buen formador se caracteriza principalmente por sus rasgos de personalidad, seguido de las competencias científicas y pedagógicas.seguido de las competencias científicas y pedagógicas.

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Physical education teacher educators: A 25-year scoping review of literature

Cited by 77 publications

References 98 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls

Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de Educación Física

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