Relevant bibliographies by topics / Physical education teacher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Physical education teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Physical education teacher education"

1

Richardson, Karen Pagnano. "Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 82, no. 7 (September 2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs." International Journal of Academic Research 5, no. 5 (October 15, 2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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Subramaniam, P. R., and D. A. Wuest. "Trauma-sensitive Physical education teacher education." International Journal of Physical Education 58, no. 2 (2021): 2–14. http://dx.doi.org/10.5771/2747-6073-2021-2-2.

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Trauma is an epidemic and a public health crisis affecting schools and institutions of higher education globally. Childhood trauma has detrimental impacts on the brain, learning, and socio-moral development into adulthood. Trauma is a mental health as well as an educational problem that poses a serious threat to the academic achievement of students. Public schools have made some progress to become more trauma-sensitive to help build resiliency in students impacted by trauma, but institutions of higher education are lagging in the area of trauma-sensitivity. Physical education teacher preparation programs need a paradigm shift to address trauma with the COVID-19 pandemic posing new challenges. Preparing preservice physical education teachers to be trauma-informed lays the foundation for future teachers to mitigate trauma in schools. Such an effort will align physical education teacher education with public schools in addressing trauma and closing the trauma-sensitivity loop.
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Juliandi, Arief Abdul Malik, and Masri. "School physical education and teacher education." Curriculum Studies in Health and Physical Education 13, no. 2 (April 29, 2022): 210–12. http://dx.doi.org/10.1080/25742981.2022.2070028.

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Moen, Kjersti Mordal, and Øyvind Standal. "Practicum in Physical Education Teacher Education." SAGE Open 6, no. 1 (January 25, 2016): 215824401663571. http://dx.doi.org/10.1177/2158244016635715.

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Richards, K. Andrew R., Lynn D. Housner, and Thomas J. Templin. "Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education." Quest 70, no. 3 (January 9, 2018): 334–53. http://dx.doi.org/10.1080/00336297.2017.1388262.

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Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (February 14, 2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.
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Ward, Phillip, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim, and Weidong Li. "Skill Analysis for Teachers: Considerations for Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 92, no. 2 (February 12, 2021): 15–21. http://dx.doi.org/10.1080/07303084.2020.1853635.

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Ballinger, Debra A., and Jan G. Bishop. "TheoryintoPractice: Mentoring Student Teachers: Collaboration with Physical Education Teacher Education." Strategies 24, no. 4 (March 2011): 30–34. http://dx.doi.org/10.1080/08924562.2011.10590941.

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Ward, Phillip, Kelsey Higginson, and Kyuil Cho. "Core Practices for Preservice Teachers in Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 91, no. 5 (May 13, 2020): 37–42. http://dx.doi.org/10.1080/07303084.2020.1734505.

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Dissertations / Theses on the topic "Physical education teacher education"

1

Kelly, Luke E., and Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.

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The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.
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2

Cassidy, Tania G., and mikewood@deakin edu au. "Investigating the pedagogical process in physical education teacher education." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.

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The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers’ engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature. Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised ‘the structural properties of social systems are both the medium and outcome of practices that constitute those systems’ (Giddens, 1979, p.69). The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different ‘lenses’ through which to examine pedagogical practices. These ‘lenses’ highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited. Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400. Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.
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Yip, Gary. "Discipline in physical education, a case study of one secondary physical education teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.

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Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.

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Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
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Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

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Wilkinson, Shawn. "Necessity the mother of intervention: service learning and physical education teacher education." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96990.

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Service Learning (SL) is a person-centered approach to education that links meaningful community service with academic learning. This phenomenological study was designed to explore the lived experiences of six physical education teacher education (PETE) students who participated in a 10-week SL project for children with attention deficit hyperactivity disorder. Semi-structured interviews were used to explore their experiences. Interviews were video recorded and transcribed verbatim for a line-by-line thematic analysis. Three themes emerged. The Where have I been theme suggested PETE students actively reflected on past student teaching, substitute teaching, and community work experiences to plan, conduct, and evaluate their SL instructional practices. The It's all about caring theme highlighted PETE student voices about their decisions to participate in the project and the patience they perceived to gain as a result. The Teaching to play theme revealed various benefits and challenges associated with participating in a SL project for undergraduate students.
Le service d'apprentissage (SL) est une approche éducative centrée sur la personne qui relie de façon significative les services communautaires et l'apprentissage scolaire. Cette étude phénoménologique a été conçue afin d'explorer les expériences vécues de six étudiants en enseignement d'éducation physique, lesquels ont participé à un projet SL de 10 semaines avec des enfants présentant un trouble d'hyperactivité avec déficit de l'attention. Des entretiens semi-structurés ont été pratiqués pour explorer leurs expériences. Des entrevues sur vidéo ont été enregistrées et transcrites ligne par ligne pour une analyse thématique. Trois thèmes ont émergé. Le thème, «Où ai-je été» avait permis aux étudiants de réfléchir sur leur enseignement passé, la suppléance d'enseignants ainsi que le travail communautaire à planifier, à exercer et à évaluer leurs pratiques d'enseignement SL. Le thème «Il s'agit de sollicitude» avait mis en évidence les voix des étudiants, leur décision à participer au projet et la patience acquise comme résultat. Le thème «Enseigner à jouer» avait révélé divers avantages et défis associés à la participation à un projet de SL pour les étudiants de premier cycle.
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Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.

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Carpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.

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Thesis (M.S.)--University of Akron, Dept. of Sport Science and Wellness Education-Physical Education, 2009.
"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Books on the topic "Physical education teacher education"

1

Curriculum Committee for Physical Education., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. Physical education: Teacher guidelines. Dublin: Stationery Office, 1999.

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L, Tjeerdsma Bonnie, and National Association for Sport and Physical Education., eds. Assessment of physical education teacher education programs. Reston, VA: National Association for Sport and Physical Education, 2000.

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Ovens, Alan, and Tim Fletcher, eds. Self-Study in Physical Education Teacher Education. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05663-0.

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Plato's physical education. Ronkonkoma, NY: Linus Learning, 2014.

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Corporation, National Learning, ed. Women's physical education. Syosset, N.Y: The Corp., 1997.

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Lynn, Vendien C., and Nixon John E, eds. Physical education teacher education: Guidelines for sport pedagogy. New York: Wiley, 1985.

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National Association for Sport and Physical Education. Initial Physical Education Teacher Education Standards Task Force and National Association for Sport and Physical Education. Advanced Physical Education Teacher Education Standards Task Force, eds. National standards & guidelines for physical education teacher education. 3rd ed. Reston, Va: National Association for Sport and Physical Education, 2009.

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Corporation, National Learning, ed. Mens's physical education. Syosset, N.Y: The Corp., 1998.

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N, McKethan Robert, ed. Integrating technology and pedagogy in physical education teacher education. Cerritos, Calif: Bonnie's Fitware, 2003.

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Physical education. New York: Minotaur Books, 2011.

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Book chapters on the topic "Physical education teacher education"

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Schaefer, Lee, lisahunter, and Shaun Murphy. "Research for Physical Education Teacher Education." In The SAGE Handbook of Research on Teacher Education, 681–95. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n39.

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Chambers, Fiona C., James Sherry, Orla Murphy, Wesley O’Brien, and Gavin Breslin. "James: Physical Education Teacher." In Digital Technologies and Learning in Physical Education, 49–68. Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315670164-4.

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Fletcher, Tim, and Alan Ovens. "S-STEP in Physical Education Teacher Education." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 899–931. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_30.

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Fletcher, Tim, and Alan Ovens. "S-STEP in Physical Education Teacher Education." In Springer International Handbooks of Education, 1–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_30-1.

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Tsangaridou, Niki, and Ermis Kyriakides. "Pre-Service Primary Physical Education Teacher Education." In Routledge Handbook of Primary Physical Education, 98–111. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-9.

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Grenier, Michelle, and Martin Giese. "Ableism within Adapted/Physical Education Teacher Education." In Reflexivity and Change in Adaptive Physical Activity, 151–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003196747-17.

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Whewell, Emma. "Primary Physical Education Teacher Identity." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_344-1.

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Lynch, Shrehan, and Alan Ovens. "Critical Pedagogy in Physical Education." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_417-1.

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Whewell, Emma. "Primary Physical Education Teacher Identity." In Encyclopedia of Teacher Education, 1385–89. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_344.

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Lynch, Shrehan, and Alan Ovens. "Critical Pedagogy in Physical Education." In Encyclopedia of Teacher Education, 315–19. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_417.

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Conference papers on the topic "Physical education teacher education"

1

Patton, Kevin. "Physical Education Teacher Educator Career Transitions: Decision-Making Dynamics Regarding Doctoral Program for Physical Education Teacher Education (D-PETE) Applications and Entry." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888628.

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Barber, Wendy, and William Walters. "PHYSICAL EDUCATION TEACHER EDUCATION: BUILDING INCLUSIVE PRACTICES AND PEDAGOGIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2190.

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Cascone, Chiara, Genoveffa Rosa De Cesare, and Francesca D'Elia. "Physical education teacher training for disability." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.16.

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Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.
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Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.
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Barber, Wendy, William Walters, and Carolyn Temertzoglou. "EXPLORING THE INFLUENCE OF TEACHER BIOGRAPHY IN PRE-SERVICE PHYSICAL EDUCATION TEACHER EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0238.

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Calderón, Antonio. "Seizing the Opportunity to Redesign Physical Education Teacher Education: The "Blending" of Paradigms of Teacher Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685336.

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Muca, Florian, and Eleonora Mileva. "ANALYSIS OF PHYSICAL EDUCATION TEACHER EDUCATION IN ALBANIA AND BULGARIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/81.

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Vařeková, Jitka, Markéta Křivánková, Pavlína Nováková, Eva Prokešová, and Klára Daďová. "Remedial Physical Education in the Czech education system." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-10.

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Remedial Physical Education (RPE) in the context of education is a school subject focused on promoting health and developing physical literacy in children with special educational needs (SEN). The subject RPE has more than seventy-years long tradition in Czech Republic and support in legislation and the Framework Educational Program. However, despite the emphasis on the importance of supporting children with SEN, the number of schools that offer this subject is declining. For systemic change, it is extremely important to carefully analyze factors leading to this situation. These include, e.g. possibility to exempt pupils from physical education classes, organizational demands and nonenforcement of the provision of SEN, insufficient preparation of future teachers, the outdated paradigm of the field, and negative attitudes of students and parents to physical education in schools.
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FAISAL, MOHD, MUHAMAD AZHAR, MUHAMMAD AKBAR, SYED KAMARUZAMAN, and WAIL ISMAIL. "Implementation Of Teaching Physical Education At Institute Of Sports Teacher Education." In Second International Conference on Advances in Management, Economics and Social Science - MES 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-046-0-93.

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Reports on the topic "Physical education teacher education"

1

Azevedo, Eugénia, Rui Araújo, and Isabel Mesquita. The Development of Reflective Skills in Physical Education Teacher Education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0079.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Guo, Qi, and Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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