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Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners
Professional Development in Education ( IF 2.513 ) Pub Date : 2021-03-19 , DOI: 10.1080/19415257.2021.1902836
Anna Stodter 1 , Ed Cope 2 , Robert C. Townsend 3
Affiliation  

ABSTRACT

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.



中文翻译:

反思性对话是体育教练学习的基础:一种理论指导性的教学设计,旨在教育反思型从业者

摘要

显然有必要设计更有效的专业学习环境,尤其是在体育教练方面,这是一个发展中的教育职业。这项研究的目的是调查在基于反思实践的高等教育在线本科模块中,理论指导的教学设计,教练开发者的角色以及运动教练的感知学习之间的相互作用。该项目涉及根据教练学习的特定领域理论设计一个模块,并与21名职业足球协会的教练进行多次“反思性对话”,以组织他们的学习。对来自24个反思性对话,五个跟进半结构化访谈和四个焦点小组访谈以及教练开发者访谈的数据进行主题分析,确定对设计的理解,交付和发展。研究结果表明,以理论为依据的设计和教练开发人员一致的技能集对于深化参与者教练的理解深度以及将理论与真实的反思性实践联系起来具有重要意义。研究结果提供了证据,以支持在专业学习环境中开发基础教学设计的必要性,以发展体育教练等教育专业的反思型从业者。

更新日期:2021-03-19
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