ABSTRACT

This study examined the impact of early childhood in physical education (ECPE) practicum experiences on pre-service teachers’ (PSTs) perceptions on the development of the knowledge base. Specifically, this study focused on how PSTs bridged the gap between knowledge learned during campus classes and practicum experiences in an early childhood (EC) public school. Eighteen PSTs participated in practicum experiences embedded in two ECPE courses from a physical education teacher education program in Brazil. Data collection included focus group interviews. Data analysis was conducted through thematic categorical content analysis using a hermeneutic perspective to code the internal structure of the theme and their relationships. Participants initiated their practicum experiences based on academic knowledge in ECPE. Nonetheless, the findings suggest that new knowledge was generated through multiple and repeated practical lessons within their own singularities. These contextual singularities allowed PSTs to re-elaborate their knowledge and produce new ways to respond to different teaching situations. Participants acknowledged the importance of knowledge of students, the benefits of implementing different teaching styles and the need of improving common content knowledge in ECPE. The findings of this study indicate that the partnership between university and school was an effective way to bridge the gap between theory and practice. This partnership provided identification and application of teachers’ knowledge base.

摘要

本研究考察了幼儿体育教育 (ECPE) 实习经历对职前教师 (PST) 对知识库发展的看法的影响。具体而言，本研究侧重于 PST 如何弥合校园课程中学到的知识与幼儿 (EC) 公立学校的实习经历之间的差距。18 名 PST 参加了巴西体育教师教育计划的两门 ECPE 课程中的实习经历。数据收集包括焦点小组访谈。数据分析是通过主题分类内容分析进行的，使用解释学的视角来编码主题的内部结构及其关系。参与者基于 ECPE 的学术知识开始了他们的实习经历。尽管如此，研究结果表明，新知识是通过自身独特性内的多次重复实践课程产生的。这些情境奇异性使 PST 能够重新阐述他们的知识并产生新的方法来应对不同的教学情况。参与者承认学生知识的重要性、实施不同教学风格的好处以及提高 ECPE 共同内容知识的必要性。这项研究的结果表明，大学和学校之间的伙伴关系是弥合理论与实践之间差距的有效途径。这种伙伴关系提供了教师知识库的识别和应用。这些情境奇异性使 PST 能够重新阐述他们的知识并产生新的方法来应对不同的教学情况。参与者承认学生知识的重要性、实施不同教学风格的好处以及提高 ECPE 共同内容知识的必要性。这项研究的结果表明，大学和学校之间的伙伴关系是弥合理论与实践之间差距的有效途径。这种伙伴关系提供了教师知识库的识别和应用。这些情境奇异性使 PST 能够重新阐述他们的知识并产生新的方法来应对不同的教学情况。参与者承认学生知识的重要性、实施不同教学风格的好处以及提高 ECPE 共同内容知识的必要性。这项研究的结果表明，大学和学校之间的伙伴关系是弥合理论与实践之间差距的有效途径。这种伙伴关系提供了教师知识库的识别和应用。这项研究的结果表明，大学和学校之间的伙伴关系是弥合理论与实践之间差距的有效途径。这种伙伴关系提供了教师知识库的识别和应用。这项研究的结果表明，大学和学校之间的伙伴关系是弥合理论与实践之间差距的有效途径。这种伙伴关系提供了教师知识库的识别和应用。