从理论到实践:检查身体活动学习对课程设计和教学规划在初级教师教育中的影响
Natalie Lander1, Kira Patterson2, Samuel K Lai1
1School of Exercise and Nutrition Sciences, Institute for Physical Activity and Nutrition (IPAN), Deakin University, Geelong, VIC, Australia.
Frontiers in sports and active living
|December 12, 2025
概括
89%的预服务教师将体育学习 (PAL) 策略纳入课程计划. 在TransformUs高等教育计划有效地促进PAL采用,提高教学能力和调整与教学标准.
科学领域:
- 教育教育教育教育教育教育.
- 教学教育学 在教学上
- 教师教育教育的教师教育.
背景情况:
- 教师的有效性显著影响学生的成绩.
- 身体活动学习 (PAL) 是一种基于证据的方法,可以提高学业成绩和健康.
- 将PAL整合到初始教师培训 (ITE) 中可以建立预服务教师的教学能力和信心.
研究的目的:
- 探索将TransformUs高等教育计划的组件,哲学和策略集成到第一年教育学士预服务教师的课程规划中.
- 评估PAL策略在多大程度上嵌入到预服务教师的课程计划中,并与专业标准保持一致.
主要方法:
- 一项混合方法研究,涉及141名一年级教育学士预服务教师.
- 对课程顺序评估的定量分析,以确定PAL战略的纳入,频率,类型,目的和与专业标准的一致性.
- 对视频反思进行定性分析,以确定与PAL整合相关的教学主题.
主要成果:
- 89%的参与者将至少一个PAL策略纳入了他们的课程计划,平均每个学生有3.17个策略.
- 活动休息比活动课程更常见;体验式学习是最常见的课程类型.
- 在课程中主要使用PAL策略,并与标准3保持一致:计划和实施有效的教学和学习.
结论:
- 在TransformUs Higher Ed的干预有效地促进了在教师课程计划中采用PAL策略.
- 将以PAL为重点的干预措施纳入ITE课程,促进教学能力,并支持基于证据的教学实践的发展.
- 课程规划是通过PAL集成在未来教育工作者中开发有效教学实践的关键组成部分.
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