Phenomenology and Physical Education

Abstract

Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and to consider the cognitive aspects of our perceptual experience in isolation from the personal meaning gained when looked at from the ‘inside’ or participatory perspective of the moving agent. In this sense, physical education has lost meaning for some students because our embodied relationship with the world is not an external or contemplative one. Phenomenology, according to Merleau-Ponty, is significant for physical education because it highlights what it is like to be embodied and recognises the role corporeal movement and embodiment plays in learning, in, by and through physical education. What makes this account educationally significant for physical education is that the whole person should benefit by the experience, as it includes an emphasis on all three educational domains (the psychomotor, the cognitive and the affective), rather than as separate physical and mental qualities that bear no relation to each other.     

From Environmental Education to Ecopolitics. Affirming Changing Agendas for Teachers1

In this paper I examine Peirce's epistemological and ontological theories and indicate their relevance to educational practice. I argue that Peirces conception of Firsts, Seconds and Thirds entails a fundamental ontological realism. I further argue that Peirce does have a theory of truth, that it is a particular non‐traditional ‘correspondence’ theory, consistent with, and implicit in, an over‐arching position of pragmatic realism. Peirce's epistemological position is subject to misinterpretation when the ontological realism on which it rests is overlooked. Finally I suggest that such a re‐consideration of Peirce's pragmatic ontology and epistemology in an educational context is needed.     

体育教师智能结构探析

体育教学是学校教学内容的一个重要组成部分 ,体育教育是一门综合学科。作为一名体育教师 ,必须具备一定的素质 ,必须具备广博的知识和能力     

Physical Education,Cognition and Agency

Abstract

Traditional analytical philosophy of education assigns a peripheral place to physical education, partly because orthodox epistemology finds its cognitive claims implausible. An understandable but dubious response to this state of affairs is the attempt to relocate physical education within the academic curriculum, with its characteristic emphasis on theoretical knowledge and formal assessment. Dissatisfaction with this response suggests an analysis of physical activity in terms of practical knowledge or knowing how, but the results of this seem inconclusive. More recently, the development of neurocomputational and embodied-cognition approaches in cognitive science appears to offer alternative ways of understanding motor skill and physical activity, and thus of rescuing physical education from its marginal status. But these strategies are not unproblematic, particularly where questions of personal agency and motor control are concerned. Examination of these issues prompts a radical reconsideration of the traditional problem of physical education, and consequently of some familiar assumptions in the philosophy of education.     

Knowledge and Attitudes Towards Biotechnology of Elementary Education Preservice Teachers: The first Spanish experience

Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the structure of DNA, management of genetic information inside the cell, genetically modified organism technology and the use of microorganisms as biotechnological tools were not correctly answered. According to our attitude analysis, Spanish preservice teachers could be defined as opponents of genetically modified product acquisition, supporters of biotechnology for medical purposes and highly interested in increasing their knowledge about biotechnology and other scientific advances. Our results show a positive correlation between better knowledge and more positive attitudes toward biotechnology. A Spanish preservice teacher with positive attitudes toward biotechnology tends to be a student with a strong biology background who scored good marks in our knowledge test.     

Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and attitude toward parent involvement were analyzed using multivariate analysis of variance (MANOVA) and paired-samples t-tests. Findings revealed a significant multivariate main effect for the time of knowledge assessment administration (pre vs. post): Wilks' λ = .613, F(6, 449) = 47.308, p < .001, partial eta squared = .387. This suggested that overall Knowledge increased significantly from pre- to post-administration. In addition, multivariate analysis for the time of attitude assessment administration (pre vs. post) was Wilks' λ = .982, F(3, 1548) = 9.65, p <. 001, partial eta squared = .018. This suggested that overall Attitude increased significantly from pre- to post-administration.     

Enhancing Practice Through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders.     

The Value of Performance in Physical Education Teacher Education

It is widely accepted that doping in sports is, by definition, cheating. If we allow that cheating is advantage-seeking behavior utilized by one party in an agreement-defined activity that disallows that behavior, then taking drugs when others do not is cheating. The focus of this definition is on the intentions and purpose of the actor, which is primarily about advantage seeking. This article will argue that the effect of anabolic steroid addiction on the volition of the actor caeteris paribus invalidates the adequacy of cheating to describe this behavior.     

Preparing Preservice Teachers for Life in Schools: The Role of Doctoral Education

ABSTRACT

Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the lessons learned from occupational socialization research to propose competencies that can be integrated into doctoral education to help future faculty members integrate sociopolitical learning into physical education teacher education. These include: (a) understanding socialization literature and the implications for teacher education, (b) helping doctoral students understand their own prior socialization experiences, (c) recruiting highly qualified preservice teachers, (d) helping preservice teachers question their subjective theories, (e) developing and coordinating field experiences, and (f) preparing preservice teachers for the sociopolitical realities of schools. These competencies align with the proposed addition of a new standard for initial teacher education that addresses sociopolitical learning.     

Tools for Knowledge Analysis, Synthesis, and Sharing

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically. Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning of such content will be accelerated.     

日本中小学教师职前教育课程新变革

日本文部科学省自2019年4月1日起开始实施对中小学教师培训课程的变革。主要变革内容为提高教师信息活用技术和外语能力、强化教师的教育理解并关注特殊学生群体、增加对教师的综合学习时间课程的指导以及允许高校自主设置一定的培养课程,提高了教师队伍质量。而我国目前的教师资格考试制度存在种种弊端,例如教师准入门槛低、缺乏教学实践经验和理论知识的积累以及教师信息技术手段活用能力不足等问题。它山之石,可以攻玉,借鉴日本经验有益于我国发展教师队伍建设,提高我国教师专业素质。     

职前中学数学教师教育实践能力培养策略研究

现行职前教师培养模式存在专业特点不明显、职业技能教育薄弱、教育实践能力较差等问题。本文在剖析问题存在的根本原因基础上,提出变革传统的人才培养途径对此——分层次、分阶段地培养职前教师教育实践能力。     

"教育实践"与"实践教育":成人教育学的观点

成人教育实践必须同时是成人实践的教育;实践性是其根本特性。这种实践,具有认识论与本体论之双重意指;而本体论是其根本。成人教育若要祛除功利化、工具理性至上和技术意识形态化的流弊,就须从本体论意义出发,赋予实践以本体论意义与价值,方能使成人教育得以和谐、全面发展。     

Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching. When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions, we provided suggestions for science teacher educators.     

论远程教育教师在线交流的障碍及技巧

随着远程教育的发展,网上在线交流越来越成为一种重要的学习方式。为进一步提高学生网上学习的效率和效果,增强辅导教师在线交流的能力和水平,辅导教师必须克服在线交流的“独角戏”障碍,注意心理沟通和页面设置技巧,在活跃课程论坛的同时传播专业知识。     

An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes,Knowledge, Skills,and Agency

Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms—an idiosyncratic Chinese form of inclusive education. Our mixed methods study reveals that agency is the fourth pillar of the professional competence for inclusive education teachers in Beijing, China. Results from comparative analysis indicate that the level of teachers’ agency is significantly lower than that of their attitudes, knowledge, and skills. We offer some implications for policy and practice in inclusive education.     

全民健身与高师体育互溶共进的探索

增进体质、延年益寿已成为人们的普遍要求 ,1995年经国务院批准颁布了《全民健身计划纲要》 .全民健身以全民为对象 ,以青少年和儿童为重点 ,因此 ,学校体育是落实《纲要》的基础和关键 ,就显得更为重要 .高师体育肩负着时代重任     

Helping Preservice Teachers Learn to Teach for Understanding in this Era of High-stakes Early Education Reform

As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught to be early educators in these same environments. This article then uses these findings to the make case for practical and political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of early education.