ABSTRACT

The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space.

The context was a two-year PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were 3 PSTs (from the original year one class) in their school placement, one university supervisor (US), and one cooperating teacher (CT). This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations, meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio recordings. Data analysis involved the constant-comparative grounded theory method. The analysis resulted in understanding the challenges faced by PSTs while working in contexts of possible development of social learning spaces. Accordingly, findings explore the development of PSTs throughout the two years of the programme by analysing their involvement in each cycle of value creation: the PSTs’ work group social dynamic; their experiences of peer-teaching SCAs before school placement; PSTs’ intentions about implementing SCAs; the individualisation of PSTs learning process; relationship dynamics with stakeholders (TEs, CTs, and US); and, the lack of practical examples of SCAs implementation in the host school. The analysis of the value creation cycles encourage PETE programmes to invest in understanding the development of social learning spaces, before introducing them in programme policy, by acknowledging the importance of developing a mechanism of analysis and follow-up of its development.

摘要

本研究的目的是了解体育教师教育 (PETE) 计划中社会学习互动的内部动态，其中职前教师 (PST) 正在学习和实施以学生为中心的方法 (SCA)。具体来说，本文利用价值创造周期框架来揭示 PST 在其 PETE 社会学习空间内面临的教育发展挑战。

背景是在葡萄牙进行的为期两年的 PETE 项目。在第一年，参与者是三名大学教师教育者 (TE) 和 25 名 PST。在第二年，参与者是学校安排的 3 名 PST（来自最初一年的班级）、一名大学导师（美国）和一名合作教师（CT）。这项研究是一项为期两年的纵向设计的民族志研究。数据是通过民族志学家的参与观察、PST 与指导团队（TE、美国、CT）的会议以及民族志学家的田野日记、反思日志和录音收集的。数据分析涉及常数比较扎根理论方法。通过分析，我们了解了 PST 在可能发展社会学习空间的背景下工作时所面临的挑战。因此，研究结果通过分析 PST 在每个价值创造周期中的参与情况，探索了 PST 在整个项目两年中的发展：PST 的工作组社会动态；他们在入学前进行同伴教学 SCA 的经历；PST 实施 SCA 的意图；PST 学习过程的个性化；与利益相关者（TE、CT 和美国）的关系动态；并且，在主办学校缺乏实施 SCA 的实际例子。对价值创造周期的分析鼓励 PETE 项目投资于理解社会学习空间的发展，然后再将其引入项目政策，承认发展分析机制和后续发展机制的重要性。