摘要:

Of increasing interest to educational researchers is the process of learning to teach and the role that teacher education plays. The teacher-socialization program of research has provided the most inclusive theoretical structure for such investigation. Unfortunately, this program has been discouraging. The outcomes indicate (a) a survival-oriented approach to teaching of the preservice student and (b) limited positive influence of teacher education on this development. Fortunately, evidence has emerged that poses a more encouraging, progressive view. This evidence stems from classroom research on the development of preservice students' perspectives on teaching. The purpose of this article is to review the outcomes from this literature and to identify possible implications for physical education teacher education (PETE). This paper focuses on four dimensions: (a) an overview of the construct of teacher perspectives, (b) the characteristics of the more progressive perspectives of the teacher education students, (c) the features of the teacher education program that influence those perspectives, and (d) possible implications for PETE. A caveat is included in this latter section that cautions generalizing outcomes from research in the classroom areas to physical education.

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484007

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

摘要:

In the dominant perspective, induction occurs in schools after teachers have been employed, and induction programs provide systematic and planned assistance to beginning teachers. In a second perspective, induction is a two-stage process, beginning in preservice education and ending in the workplace, with the intent of developing each teacher's master identity. A third perspective on induction accommodates the contributions of the first two. It differs in viewing induction as a three-stage process. Induction requires the mastery and internalization of an occupational culture, some of which is organization specific. An essential part of this culture is an identifiable, integrated set of professional norms that guide work practices.

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484008

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

摘要:

Can you find the child in physical education research? Can you see evidence of the child in research dealing with the school curriculum of physical education or the teaching-learning processes of the gymnasium or sportsfield? This is the pedagogical question to which I draw attention. My purpose is to show the significance of this question by (a) critiquing current research agendas and situating the question within the context of North American research traditions, by (b) entering the life of these traditions and showing how the question might guide our research activity, and by (c) indicating the nature of the methodology that supports our work. Through descriptions of children's physical activities, I give textual evidence of the pedagogical orientation at the heart of physical education research and, at the same time, provide concrete examples of a human science approach to physical education research, which I think goes some way to answering the question“Where is the child?”

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484009

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

摘要:

This paper addresses the current significant lack of philosophical understanding, synthesis, and direction found within the various sociocultural and biological subdisciplines concerned with the scholarly investigation of human participation in sport, games, and play. Three major reasons for this regrettable state of affairs are discussed, and pathways leading toward potential amelioration are suggested.

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484010

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

摘要:

A good curriculum structure will be both rational and coherent. It will be based upon values as well as reflect them. Further, it will place them into a justifiable order of priority. The termphysical education, apart from its implicit dualism and ambivalence of meaning, has failed to differentiate satisfactorily between intrinsic and instrumental objectives and has not spelled out clearly what the educational part of the term refers to. The threedimensional model of the movement curriculum, it is argued, is able to do this and at the same time provide a framework in which such values as skill, knowledge, fitness, and pleasure can be appraised.

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484011

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

摘要:

The purpose of this exploration is to offer a theoretical framework proposing a definition of the affective domain in physical education. The framework is designed to assist physical educators in conceptualizing the content of the affective domain in terms of a commitment to facilitate students' development of a moral attitude and an aesthetic attitude about their movement participation. The framework is expressed in a manner that ultimately could guide teachers in making curriculum decisions about specific developmental concepts suitable for positivistic and naturalistic inquiry, with subsequent revision and reconceptualization of the framework anticipated.

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484012

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484013

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1991.10484014

出版商:Taylor&Francis Group    

年代:1991

数据来源: Taylor