The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

这项研究的目的是揭示在实施以学生为中心的模型时，职前和新手教师所面临的挑战和制约因素，并描述2004年至2020年之间针对该主题进行的研究的方法学特征。该程序采用三步法：（a）在电子数据库中搜索出版物；（b）根据纳入标准选择研究；（c）完善此选择以识别基于研究的论文。选择了29篇文章，其中大多数来自欧洲和北美。研究最多的模型是体育教育，考虑到新手教师的研究很少。研究中的主要方法涉及多个定性数据源和归纳分析。我们的主要发现是确定了三个主题，这些主题反映了以学生为中心的模式的实施面临的独特挑战：（a）与教师有关的挑战（即普遍的信念，职业社会化，与管理和教学有关的挑战）；（b）与学生有关的挑战（即，学生对参与以学生为中心的模式的抵制）；（c）外部挑战（即与环境和环境有关的挑战）。体育教师的教育应投资于培训职前教师，以：（a）管理学生合作互动和同伴辅助学习的动力；（b）设计适合发展的小型游戏和解决问题的环境，以及（c）逐步将责任转移给学生，让他们参与持续的学习团队活动。