Teacher Fidelity to One Physical Education Curricular Model

Kloeppel, Tiffany; Kulinna, Pamela Hodges; Stylianou, Michalis; Mars, Hans van der

doi:10.1123/jtpe.32.2.186

Cited by 12 publications

(4 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It also appears that the findings may be treated as a recommendation for further research whose results might be used to produce more comprehensive systemic solutions in the field of professional education and development (including psycho-socio-pedagogical aspects) of PE teachers. The need to implement such solutions has already been recognised (Karhus, 2010;MacPhail, 2011;Makopoulou et al 2011;Kloeppel et al 2013).…”

Section: Discussionmentioning

confidence: 99%

The Image of a Physical Education Teacher as Seen by School Community

Rutkowska¹,

Zalech²

2014

LASE Journal of Sport Science

View full text Add to dashboard Cite

The aim of the research was to get to know the image of physical education (PE) teachers as seen by themselves and to compare it with how it is perceived by school community. The study included 148 teachers and 171 final-year students from upper-secondary schools. As a result of purposive sampling and random-purposive sampling, three groups were distinguished. The groups included PE teachers (n=22), teachers of other subjects (n=22) and students (n=22). The data were gathered using ACL-37 (Adjective Check List) developed by G. Gough and A. B. Heilbrun. The findings revealed a number of significant differences between how PE teachers perceive themselves and how they are seen by their students and colleagues (teachers of other subjects). It turned out that PE teachers perceive themselves in a more positive manner than the other groups.

show abstract

Section: Discussionmentioning

confidence: 99%

The Image of a Physical Education Teacher as Seen by School Community

Rutkowska¹,

Zalech²

2014

LASE Journal of Sport Science

View full text Add to dashboard Cite

show abstract

“…Nos estudos americanos, os trabalhos se concentram na autoria de Pamela H. Kulinna, com 6 publicações [16][17][18][19][20][21] . Já nos estudos ingleses, a maior produção é observada em Kathleen M. Armour, com oito publicações [22][23][24][25][26][27][28][29] .…”

Section: Mapeamento Dos Estudosunclassified

A produção do conhecimento sobre a formação continuada de professores de Educação Física: uma análise entre estudos nacionais e internacionais

2016

View full text Add to dashboard Cite

RESUMOO artigo analisa a produção do conhecimento sobre a formação continuada de professores de Educação Física na base de dados Education Resources Information Center (ERIC) e numa coletânea de 14 periódicos nacionais. O objetivo é fornecer uma visão geral das produções e discutir as opções de pesquisa adotadas pelos pesquisadores, identificando evoluções e tendências. Foi possível constatar uma transitoriedade nos 15 anos de produção analisada (2000-2014) e uma prevalência de estudos que privilegiam a historicidade dos informantes. Quanto à natureza epistemológica, predominaram estudos fenomenológico-hermenêuticos e quanto aos métodos de pesquisa, os de natureza qualitativa. Os dados sugerem que há espaço para se investigar a formação continuada que compreenda o professor como um pesquisador de sua prática e transformador de sua realidade. Palavras-chave: Educação Física. Desenvolvimento de pessoal. Conhecimento. ABSTRACTThis article analyzes knowledge production on continued training of physical education teachers in the Education Resources Information Center (ERIC) database and a collection of 14 Brazilian journals. The goal is to provide an overview on scientific production and discuss the search options adopted by researchers, identifying developments and trends. There has been a transition in the 15-year period analyzed (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) and a prevalence of studies emphasizing the participants history. There was a predominance of phenomenological-hermeneutical studies regarding the epistemology and of qualitative studies regarding the research methods. Our data suggest that there is room to investigate the continued professional training, perceiving teachers as researchers of their practice and transforming agents of their reality. Keywords: Physical Education. Personal development. Knowledge. IntroduçãoNa comunidade científica, é consenso que as revistas científicas desempenham um papel protagonista na veiculação de resultados de pesquisas, o que não é diferente em relação ao conhecimento que cerca a área de Educação Física (EF). Assim, os estudos submetidos passam por uma análise de pesquisadores independentes e as publicações podem ser acessadas por interessados em qualquer lugar do planeta.Pesquisas envolvendo temas relativos à área pedagógica da EF, como a formação continuada de professores que atuam em escolas, emergem questões sobre o entendimento do ser humano e as suas relações com a sociedade. Destacam-se nas pesquisas uma pluralidade de olhares que envolvem aspectos relativos a administração do ensino, a identidade da EF na escola, o processo reflexivo para uma prática contextualizada, a aplicação e ressignificação das abordagens metodológicas em EF, dentre outros temas que se materializam na complexidade do cotidiano escolar 1 .

show abstract

“…On the other hand, the literature on professional development linked to MBP shows that fidelity remains higher if collaborative professional actions are carried out, such as mentoring (Méndez-Giménez and Martínez de Ojeda, 2016;Sinelnikov, 2009), collaborative partnerships between schools and universities (Casey, 2014) or the creation of communities of practice (Casey and MacPhail, 2018). Additionally, administrative support has been also shown to be very important in the degree of fidelity (Kloeppel et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Adoption and fidelity of Sport Education in Spanish schools

Gutiérrez

López

Hastie

et al. 2021

European Physical Education Review

View full text Add to dashboard Cite

The main objectives of this study were to determine the percentage of teachers applying the Sport Education (SE) model in a central region of Spain and to identify the features these teachers perceived they were using when applying it. As a secondary objective, an attempt was made to respond to the differences in the application of the model depending on the educational stage and gender, and to determine any differences between the curriculum features of teachers applying SE and those who follow other methodologies. One hundred and ninety-nine physical education (PE) teachers participated in this study and a survey research design was used. The results reinforce the notion that PE teachers apply SE in a contextualised and pragmatic way. A significant percentage of teachers (64.8%) reported using SE in their curriculums, which demonstrates the success in expanding this instructional model in this region. Teachers also perceived that they applied a high percentage of the SE elements, although there was low fidelity to most of those elements that were considered to be central to the model such as extended units and permanent teams. Results are discussed based on literature about which goals are achieved and which ones are not based on the degree of fidelity to the central elements of the model. Implications for teacher training and future research are provided.

show abstract

Teacher Fidelity to One Physical Education Curricular Model

Cited by 12 publications

References 27 publications

The Image of a Physical Education Teacher as Seen by School Community

The Image of a Physical Education Teacher as Seen by School Community

A produção do conhecimento sobre a formação continuada de professores de Educação Física: uma análise entre estudos nacionais e internacionais

Adoption and fidelity of Sport Education in Spanish schools

Contact Info

Product

Resources

About