现役体育教师的专业行动能力在教育的可持续性:一种混合方法研究
Thomas Royet1,2, Valérian Cece1, Vanessa Lentillon-Kaestner1
1Haute École Pédagogique du Canton de Vaud, Lausanne, Switzerland.
Frontiers in psychology
|July 10, 2025
概括
现役体育教师表现出很强的知识,但愿意教可持续性很低. 有针对性的专业发展对于将可持续发展教育 (EfS) 整合到体育教育中至关重要.
科学领域:
- 环境教育环境教育
- 体育教育教学教学 物理教育教学
背景情况:
- 越来越重视可持续性要求教师整合可持续性教育 (EfS).
- 体育教育 (PE) 是EfS实施的一个关键领域.
研究的目的:
- 评估维护服务PE教师在EfS (PACesd) 的专业行动能力.
- 识别保留服务PE教师中不同的PACesd配置文件.
主要方法:
- 混合方法方法使用问卷和开放式问题.
- 412名法国保育服务PE教师参加.
- 采用了隐形形象分析和主题分析.
主要成果:
- 预服务教育教师报告了中等至高的教学内容知识和对EfS的自我有效性.
- 一个重要的发现是他们很少愿意教EfS.
- 确定了四个不同的PACesd配置文件,在能力方面存在差异.
结论:
- 结果表明,感知能力和愿意教授EfS之间的差距很大.
- 有针对性的专业发展对于加强EfS在PE中的整合至关重要.
- 进一步的研究应该探索培养未来PE教师的意愿的策略.
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