ABSTRACT

This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. Irish Educational Studies, 31(3), 363–376. doi:10.1080/03323315.2012.710063; Freak & Miller, 2017. Magnifying pre-service generalist teachers’ perceptions of preparedness to teach primary school physical education. Physical Education and Sport Pedagogy, 22(1), 51–70. doi:10.1080/17408989.2015.1112775; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169–183. doi:10.1080/17408989.2011.649723). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. Australian Journal of Teacher Education, 41(5), 99–118. doi:10.14221/ajte.2016v41n5.7; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42(7), 26–46. doi:10.14221/ajte.2017v42n7.3; Wrench, A. (2017). Spaces and physical education pre-service teachers’ narrative identities. Sport, Education and Society, 22(7), 825–838. doi:10.1080/13573322.2015.1094046; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.

摘要

本研究考察了普通小学职前教师 (PST) 的传记对他们在加拿大体育教师教育 (PETE) 中的经历的影响，以及这些传记如何塑造作为体育教育者的自信和自我感知能力。现象学案例研究在加拿大一所大学教育学院进行，涉及 112 名 PST，他们在 PETE 参加强制性的 36 小时方法课程。研究表明，加拿大大多数小学体育 (PE) 课程主要由非专业课堂教师授课（Fletcher & Mandigo，2013 年。小学教师和体育：对爱尔兰体育的研究和影响的回顾。爱尔兰教育研究, 31(3), 363–376。doi:10.1080/03323315.2012.710063; Freak & Miller，2017 年。扩大职前通才教师对小学体育教学准备情况的看法。体育与体育教育学，22（1），51-70。doi:10.1080/17408989.2015.1112775; Fletcher、Mandigo 和 Kosnik，2013 年。在职前教师教育期间，小学课堂教师和体育教师相关因素的变化。体育与体育教育学, 18(2), 169–183。doi:10.1080/17408989.2011.649723)。虽然通才教师可能需要教授体育课，但他们经常根据他们过去作为学生的个人经历引用对该学科的消极态度。这些传记可以对初级体育教师如何进行实践产生重大影响（Hyndman, BP, & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First Year Influences on Teaching Perspectives探索性 (FIT-PE) 研究。澳大利亚教师教育杂志, 41(5), 99–118. doi:10.14221/ajte.2016v41n5.7; Hyndman, BP (2017). 通才职前社会生态障碍的感知教师对体育教学的看法：GET-PE 研究的结果。澳大利亚教师教育杂志，42（7），26-46。doi:10.14221/ajte.2017v42n7.3；扳手，A.（2017 年）。空间与体育职前教师的叙事身份。体育、教育与社会，22(7)，825–838。doi:10.1080/13573322.2015.1094046; 拉德维希等人，2018）。结果表明，有消极体育经历的 PST 也表示他们对体育教学有很大的恐惧，而过去有积极经历的 PST 则表示他们有更大的自信和自我感知能力。研究结果表明，非竞争性、包容性的教学方法对支持 PST 培养更大的自信心和自我感知能力具有积极作用。