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1
Lonsdale, Chris, Aidan Lester, Katherine B. Owen, Rhiannon L. White, Louisa Peralta, Morwenna Kirwan, Thierno M. O. Diallo, et al. "An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial." British Journal of Sports Medicine 53, no. 6 (October 9, 2017): 341–47. http://dx.doi.org/10.1136/bjsports-2017-097904.
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ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.MethodsA two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.ResultsStudents (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.ConclusionsAMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.Trial registration numberACTRN12614000184673.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Hudson, Suzanne, Roslyn Franklin, Peter Hudson, and Sarah James. "Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject." Learning and Teaching 15, no. 2 (June 1, 2022): 81–103. http://dx.doi.org/10.3167/latiss.2022.150205.
Full textAbstract:
Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers’ confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers’ self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.
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Leahy, Angus A., Narelle Eather, Jordan J. Smith, Charles Hillman, Philip J. Morgan, Michael Nilsson, Chris Lonsdale, et al. "School-based physical activity intervention for older adolescents: rationale and study protocol for the Burn 2 Learn cluster randomised controlled trial." BMJ Open 9, no. 5 (May 2019): e026029. http://dx.doi.org/10.1136/bmjopen-2018-026029.
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IntroductionThis trial aims to investigate the impact of a school-based physical activity programme, involving high-intensity interval training (HIIT), on the physical, mental and cognitive health of senior school students.Methods and analysisThe Burn 2 Learn (B2L) intervention will be evaluated using a two-arm parallel group cluster randomised controlled trial with allocation occurring at the school level (to treatment or wait-list control). Schools will be recruited in two cohorts from New South Wales, Australia. The trial will aim to recruit ~720 senior school students (aged 16–18 years) from 20 secondary schools (ie, 10 schools per cohort). A range of implementation strategies will be provided to teachers (eg, training, equipment and support) to facilitate the delivery of HIIT sessions during scheduled classes. In phase I and II (3 months each), teachers will facilitate the delivery of at least two HIIT sessions/week during lesson-time. In phase III (6 months), students will be encouraged to complete sessions outside of lesson-time (teachers may continue to facilitate the delivery of B2L sessions during lesson-time). Study outcomes will be assessed at baseline, 6 months (primary end point) and 12 months. Cardiorespiratory fitness (shuttle run test) is the primary outcome. Secondary outcomes include: vigorous physical activity, muscular fitness, cognition and mental health. A subsample of students will (i) provide hair samples to determine their accumulated exposure to stressful events and (ii) undergo multimodal MRI to examine brain structure and function. A process evaluation will be conducted (ie, recruitment, retention, attendance and programme satisfaction).Ethics and disseminationThis study has received approval from the University of Newcastle (H-2016–0424) and the NSW Department of Education (SERAP: 2017116) human research ethics committees.Trial registration numberACTRN12618000293268; Pre-results.
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Wyver, Shirley. "Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences." Education Sciences 12, no. 7 (July 12, 2022): 481. http://dx.doi.org/10.3390/educsci12070481.
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Understanding preservice early childhood teachers’ perspectives on education in nature is important in the context of risk aversion and the future of education for sustainability. In the present study, 296 early childhood preservice teachers examined 16 photographs of outdoor areas from four categories: park with fence, park without fence, grassy area, forest. They the selected photographs depicting areas they most preferred and least preferred. They then selected photographs depicting areas the considered most or least conduciveness to education. The participants also completed a series of questions related to their beliefs about education in nature ant the benefits for child development and health. There were clear associations between the areas participants preferred and those they considered educationally conducive. Likewise, there were associations between areas participants least preferred and their ratings of least conducive. The belief that nature experiences belong within school settings was the strongest predictor of perceived educational and developmental benefits. The findings suggest more opportunity to spend time in a range of natural environments and a belief in the importance of nature experiences should be emphasised in early childhood preservice teacher training.
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Striuk, A. M., and S. O. Semerikov. "Professional competencies of future software engineers in the software design: teaching techniques." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012012. http://dx.doi.org/10.1088/1742-6596/2288/1/012012.
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Abstract The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.
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Kable, Toby J., Angus A. Leahy, Jordan J. Smith, Narelle Eather, Nora Shields, Michael Noetel, Chris Lonsdale, et al. "Time-efficient physical activity intervention for older adolescents with disability: rationale and study protocol for the Burn 2 Learn adapted (B2La) cluster randomised controlled trial." BMJ Open 12, no. 8 (August 2022): e065321. http://dx.doi.org/10.1136/bmjopen-2022-065321.
Full textAbstract:
IntroductionPhysical activity declines during adolescence, with the lowest levels of activity observed among those with disability. Schools are ideal settings to address this issue; however, few school-based interventions have been specifically designed for older adolescents with disability. Our aim is to investigate the effects of a school-based physical activity programme, involving high-intensity interval training (HIIT), on physical, mental and cognitive health in older adolescents with disability.Methods and analysisWe will evaluate the Burn 2 Learn adapted (B2La) intervention using a two-arm, parallel group, cluster randomised controlled trial with allocation occurring at the school level (treatment or waitlist control). Secondary schools will be recruited in two cohorts from New South Wales, Australia. We will aim to recruit 300 older adolescents (aged 15–19 years) with disability from 30 secondary schools (10 in cohort 1 and 20 in cohort 2). Schools allocated to the intervention group will deliver two HIIT sessions per week during scheduled specialist support classes. The sessions will include foundational aerobic and muscle strengthening exercises tailored to meet student needs. We will provide teachers with training, resources, and support to facilitate the delivery of the B2La programme. Study outcomes will be assessed at baseline, 6 months (primary endpoint), and 9 months. Our primary outcome is functional capacity assessed using the 6 min walk/push test. Secondary outcomes include physical activity, muscular fitness, body composition, cognitive function, quality of life, physical literacy, and on-task behaviour in the classroom. We will also conduct economic and process evaluations to determine cost-effectiveness, programme acceptability, implementation, adaptability, and sustainability in schools.Ethics and disseminationThis study has received approval from the University of Newcastle (H-2021–0262) and the New South Wales Department of Education (SERAP: 2021257) human research ethics committees. Findings will be published in peer-reviewed journals, and key stakeholders will be provided with a detailed report following the study.Trial registration numberAustralian New Zealand Clinical Trials Registry Number: ACTRN12621000884808.
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
Full textAbstract:
Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
References:
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Hewitt, Mitchell, Shane Pill, and Rebecca McDonald. "Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 46. http://dx.doi.org/10.24197/aefd.1.2018.46-67.
Full textAbstract:
The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.
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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
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Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958
Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6
Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204
Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155
Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3
Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1
Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457
Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global.
Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022
Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147
Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37
Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1
Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910
Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367
Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126
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Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2
Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574
Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769
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Robertson, Margaret. "Teacher Education Training for Geography Teachers in Australia." International Research in Geographical and Environmental Education 13, no. 2 (May 30, 2004): 171–75. http://dx.doi.org/10.1080/09669580408668510.
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Prystupa, E., M. Danylevych, and O. Romanchuk. "Physical Education Teachers Training in Austria." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.
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The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.
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Balls, Michael. "Replacing Animal Use in Education and Training." Alternatives to Laboratory Animals 46, no. 3 (July 2018): 107–8. http://dx.doi.org/10.1177/026119291804600303.
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In the USA, the general public want the use of animals in medical training to cease, but, at least in Australia, some teachers want it to continue, even when effective non-animal alternatives are available.
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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.
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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).
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Whipp, Peter R., and Kasper Salin. "Physical education teachers in Australia: Why do they stay?" Social Psychology of Education 21, no. 4 (April 20, 2018): 897–914. http://dx.doi.org/10.1007/s11218-018-9443-0.
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Ferry, Brian. "Science centers in Australia provide valuable training for preservice teachers." Journal of Science Education and Technology 4, no. 3 (September 1995): 255–60. http://dx.doi.org/10.1007/bf02211840.
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Ergashovich, Sattorov Anvar, and Fatullaev Azizjon Nasullaevich. "Professional training of future teachers of physical education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 510–14. http://dx.doi.org/10.5958/2249-7137.2020.01414.7.
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Khasanovich, Mamanazarov Azamat. "Training future physical education teachers for coaching activities." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 164–68. http://dx.doi.org/10.5958/2249-7137.2022.00370.6.
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Prystupa, E., O. Romanchuk, and M. Danylevych. "AUSTRIAN EXPERIENCE OF PHYSICAL EDUCATION TEACHERS PROFESSIONAL TRAINING." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 70 (2020): 14–19. http://dx.doi.org/10.32840/1992-5786.2020.70-3.2.
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Lubis, Ade Evriansyah, and Agung Nugroho. "First Aid Training Model for Physical Education Teachers." TEGAR: Journal of Teaching Physical Education in Elementary School 4, no. 2 (May 31, 2021): 73–80. http://dx.doi.org/10.17509/tegar.v4i2.33614.
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The student safety during Physical Education learning process is an important aspect that becomes a responsibility of every Physical Education teacher. Therefore, every Physical Education Teacher must have special supporting skills for handling and giving first aid for various types of physical problems and accidents experienced by students. For this reason, it is necessary to conduct a study aimed at developing a first aid training model for Physical Education teachers. The method used in this study was Research Development model, using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The population of this study were Physical Education Teachers in Medan Deli District, Medan Municipality, North Sumatra Province, in 2019. The respondents included 99 Physical Education teachers selected through total sampling technique. The data collection techniques used in this study were interviews and online questionnaire distribution. The data analysis technique used was descriptive analysis technique. The research results show the total score mean (X) validation of 2 First Aid Training Experts was 71.00 and the total score mean (X) validation of 2 Physical Education Experts was 73.00. Based on the quantitative data obtained from the mean score calculation (X), the qualitative value was obtained (51.00 ≤ X ≤ 75.00). It concludes that the First Aid Training Model for Physical Education Teachers is feasible to be used as a support for Physical Education learning in schools.
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Walkwitz, Edward, and Paulette Cefalu-Walkwitz. "Video Technology used in Training Physical Education Teachers." Strategies 12, no. 1 (September 1998): 29–31. http://dx.doi.org/10.1080/08924562.1998.10591369.
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Ivanova, Veselina, and Eleonora Mileva. "COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONDUCTING ONLINE EDUCATION." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 167–71. http://dx.doi.org/10.12955/pss.v2.217.
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The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (ײ) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.
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Liu, Daduo, and Rongwei Li. "Training of Physical Education Teachers for Equal Access to Education." Procedia Environmental Sciences 12 (2012): 1269–73. http://dx.doi.org/10.1016/j.proenv.2012.01.420.
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Kravtsova, L. M., and G. M. Shakamalov. "INCREASING THE EFFICIENCY OF PHYSICAL EDUCATION TEACHERS’ PROFESSIONAL TRAINING." Современная высшая школа инновационный аспект, no. 2 (2022): 57–64. http://dx.doi.org/10.7442/2071-9620-2022-14-2-57-64.
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A topical problem of finding efficient ways to structure the educational process is discussed so that students could master both theoretical and practical skills. The research aim is to develop the methods of training future physical education teachers. Methods of conducting PE lessons using different kinds of teaching are discussed and their efficiency is analyzed. In this respect the authors present two methods of training future teachers to conduct PE lessons. The efficiency of both methods was experimentally assessed. One of the methods involves only practical training while the second one combines theoretical and practical training. The experimental results show the efficiency of the method that combines theoretical and practical training. In the end of the research the authors arrive at the conclusion about the efficiency of different methods of training students. The conducted research can be useful to higher school teachers, teachers of teacher training colleges and PE school teachers.
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Toloi, Gabriela Gallucci, Eduardo José Manzini, Diego Machado Spoldaro, and Lucas Ventura Zacarias. "Inclusive Classes in Physical Education: Teachers' Difficulties." Journal of International Special Needs Education 19, no. 1 (April 1, 2016): 25–33. http://dx.doi.org/10.9782/jisne-d-15-00020.1.
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Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.
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Roy, David. "Mask Usage and Drama Teacher Understanding in Australia." Athens Journal of Education 9, no. 3 (July 26, 2022): 393–412. http://dx.doi.org/10.30958/aje.9-3-3.
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This paper presents the research and findings of how some Australian teachers of Drama engage with masks in the classroom. It is part of a larger research project looking at the potential impacts for masks and education in the Australian curriculum. With masks both synonymous with Drama, and multiple resources available for teachers to engage with masks in the classroom, there was no empirical data on if and how teachers in Australia engaged with masks in the classroom. This research asked teachers to self-report on both their skill level in mask usage and to the extent that they engaged with masks in the teaching of Drama in the classroom. Findings note that whilst the majority of teachers did engage with masks; some quite extensively; many staff indicated their own limitations in training and in foundational theory. In addition, many staff used their own time and resources to upskill themselves, placing an importance of the potential for mask usage with children. This has implications for university education courses, as well opportunities for systems and professional development providers in supporting teachers of Drama in their skill base. Keywords: masks, drama, education, teachers
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SueSee, Brendan, Ken Edwards, Shane Pill, and Thomas Cuddihy. "Observed teaching styles of senior physical education teachers in Australia." Curriculum Perspectives 39, no. 1 (July 23, 2018): 47–57. http://dx.doi.org/10.1007/s41297-018-0048-8.
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Aksenova, Anastasia V. "Research Activities in the Training of Physical Education Teachers." Vestnik Tomskogo gosudarstvennogo universiteta, no. 440 (March 1, 2019): 160–66. http://dx.doi.org/10.17223/15617793/440/22.
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Koh, YoungHwan. "Combining Adapted Physical Education with Individualized Education Programs: Building Korean Pre-Service Teachers’ Self-Efficacy for Inclusive Physical Education." Sustainability 13, no. 5 (March 7, 2021): 2879. http://dx.doi.org/10.3390/su13052879.
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This study investigated the effect of combining adapted physical education courses with individualized education program training on pre-service teachers’ self-efficacy towards inclusive physical education. Multilevel modeling of a survey completed by two hundred and twenty-seven students enrolled in physical education teacher education programs in Korea was analyzed using a quadratic growth curve model. The results revealed that a combined course did indeed have a significant effect on the pre-service teachers’ self-efficacy towards inclusive physical education compared with groups provided with either just an adapted physical education course or no course. The students receiving the combined course also exhibited a sustainable positive growth rate and an accelerated rate of improvement in their level of self-efficacy towards inclusive physical education. These findings clearly demonstrate that combining adapted physical education courses with individualized education program training can deliver a sustainable educational impact on Korean pre-service physical education teachers’ self-efficacy towards inclusive physical education.
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Smirnov, I., and N. Stukalenko. "Professional training of physical culture teachers for sports work." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.2077-6861.14.
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The article presents the generalized results of research on the formation of professional preparation of future physical education teachers for organizing sports events in the context of the leading trends in the development of physical-pedagogical education and physical education in the framework of extra-curricular sports activity. The content of education is enriched with new methodological skills, the development of the ability to operate with information, the creative solution of problems of science and pedagogical practice with an emphasis on the individualization of educational programs, the role of pedagogical science in the creation of educational technologies that are adequate to the level of public knowledge. Updating the content of education and teaching technologies, the emergence of many problems in improving the quality of teaching physical education lessons, the development of extracurricular sports and the management of the process of physical education require the restructuring of the education system, the improvement of which ultimately depends on the level of professional training of teachers.
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Dar, Iqbal, and Sangeeta Gupta. "EFFECT OF IN-SERVICE TRAINING ON THE ATTITUDE OF PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 208–13. http://dx.doi.org/10.21474/ijar01/13251.
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The need for in-service training of physical education teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in their field. Absence of in-service training of physical education teachers will retard professional growth of teachers as well as missing gaps between demands and actual achievement levels. In-service training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions etc that are designed to develop and improve employees in an organization from the initial employment stage to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in service training of physical education teachers to promote their professional growth and development. Therefore, the focus of this paper is to have an overview and problems of in-service training of physical education teachers in Kulgam, Jammu Kashmir. Finally, relevant suggestions were put forward to achieve a better staff development programme aimed at helping teachers to update their knowledge, expertise, skills and competence in the teaching profession.
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Soltyk, Oleksandr. "The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 39–44. http://dx.doi.org/10.1515/rpp-2017-0048.
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AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.
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Carraro, Attilio, Alessandra Colangelo, Giampaolo Santi, Cristiana Conti, Marco Petrini, and Erica Gobbi. "An Internet-Supported Continuing Professional Development Training with Secondary School Physical Education Teachers: Protocol for the Physical Education for Moving (PE4MOVE) Trial." Sustainability 14, no. 18 (September 15, 2022): 11579. http://dx.doi.org/10.3390/su141811579.
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Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered to PE teachers in a region of central Italy. Secondary school PE teachers and their students are randomly allocated to either an intervention group or a wait-list control group. Teachers participate in a continuing professional development training (CPDt) designed to increase knowledge and competences regarding students’ physical activity (PA) promotion. The CPDt, developed according to recent recommendations, consists of a mixed-modality preliminary session on fitness testing, and webinars and online workshops on theory-driven strategies. Teachers are then required to apply contents during their PE classes. Teachers’ variables related to PA promotion, as well students’ approach to PA, PA levels and physical fitness are recorded at pre- and post-trial times. Upon its completion, the project may contribute to the field by providing evidence for the effectiveness of Internet-supported teachers’ training programmes, for the transferability of students’ motivation from PE to out-of-school settings, and for the relationship between teachers and students’ motivation.
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Bielikova, N. "Advanced training peculiarities of physical education teachers in quarantine terms." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 16–20. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).02.
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The global pandemic and forced self-isolation have become significant factors in the rapid restructuring of training at all levels of education, and postgraduate in particular. They have caused not only the reformatting of the content, forms and methods of the advanced training system, but also mastering of tools and technologies of distance learning as the main way of communication between the educational process subjects. The article analyzes the contemporary tendencies in organization of the advanced training process of physical education teachers based on introduction of distance learning technologies. Improving the advanced training system of physical education teachers comprises the use of their multilevel preparation, which consists of continuous self-educational activity (first level); regular participation in organized forms of advanced training (advanced training and internship courses) (second level); analytical, scientific, and practical activity (third level). Self-educational activity includes acquaintance with online tools for distance learning organization and their use in practice. «Methodical materials» prepared by the Committee of Physical Education and Sports of the Ministry of Education and Science of Ukraine for physical education teachers, the implementation purpose of which is to diversify motor leisure in quarantine terms; informational content of the YouTube channel «Junior Z» in the framework of the All- Ukrainian project «Physical Culture of the Future»; the project of the Ministry of Digital Transformation of Ukraine «Digital Physical Education for schoolchildren with the participation of sports stars» are among them. The example of organized form of advanced training of physical education teachers is given based on the experience of Lesya Ukrainka Eastern European National University in the sphere of postgraduate education and continuous pedagogical education. In particular, the curriculum and organization peculiarities of the distance advanced training course for physical education teachers in quarantine terms are characterized. By conducting distance learning courses in such a way, teachers' behavior is modelled when they need to organize distance learning support for students in their schools. Within the framework of continuous education, physical education teachers should improve their qualification not only in their professional specialization field, but also in the sphere of information and communication technologies.
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Karasievych, Serhii, Borys Maksymchuk, Vasyl Kuzmenko, Nina Slyusarenko, Oksana Romanyshyna, Eduard Syvokhop, Olha Kolomiitseva, et al. "Training Future Physical Education Teachers for Physical and Sports Activities: Neuropedagogical Approach." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 543–64. http://dx.doi.org/10.18662/brain/12.4/264.
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The article proves the need to create an effective system of training athletes, which is the basis for ensuring higher achievements in sports and causes a certain rise in the field of scientific and pedagogical research on the problems of sports pedagogy, physical education, and education of youth. It urges one to optimize educational conditions for training future physical education teachers for physical and sports activities based on the latest neuropedagogical and didactic requirements. The research aims to experimentally verify the newly created or updated pedagogical conditions required to train future physical education teachers for sport and physical activity at secondary schools. Research methods are as follows: modelling, observations, tests, questionnaires, pedagogical experiment, tests determining the level of physical development, the PWCno test, anthropomorphological measurements (body weight, height, chest circumference, lung capacity), heart rate, respiratory rate; methods of mathematical statistics (Student's t-test, Pearson's χ2 criterion). The experimental group consisted of 180 respondents and the control group – 189 respondents. A high level increased by 16.5%, an average level – by 24.3%; a low level decreased by 40.8%. Conclusions. It has been found that the experimental group students have higher levels of readiness for sport and physical activity at secondary schools. Moreover, the indicated differences in the levels are not coincidental and are the result of the implementation of relevant pedagogical conditions. The international relevance of the article lies in expanding the formative and diagnostic instruction tools within the updated conditions, which corresponds to innovative technological and neuropedagogical approaches to developing a physical education teacher today.
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Hurin, R. S., S. O. Ihnatenko, and Z. R. Mamatova. "FUTURE PHYSICAL EDUCATION TEACHERS TRAINING FOR PROJECTING HEALTH-PRESERVING ACTIVITIES." Innovate Pedagogy 1, no. 33 (2021): 46–49. http://dx.doi.org/10.32843/2663-6085/2021/33-1.10.
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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.
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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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Paul Maj, Stanislaw. "Training the Trainer in Australia – A Critical Analysis." Modern Applied Science 9, no. 13 (November 30, 2015): 263. http://dx.doi.org/10.5539/mas.v9n13p263.
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Within the Australian Further Education sector lecturers are required to complete the Certificate IV in Training and Assessment (TAE40110). Whilst it is recognized that lecturers in this sector are required to meet the needs of a wide diversity of students the ability to deliver training and conduct workshops is of paramount importance. There are a number of problems with studying the TAE that include insufficient weighting of units concerned with pedagogy and variable contact hours. The result is lecturers who complete the TAE may not be adequately prepared to conduct their role as teachers and trainers.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Vickerman, Philip. "Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers." European Physical Education Review 13, no. 3 (October 2007): 385–402. http://dx.doi.org/10.1177/1356336x07083706.
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.
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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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Smith, Erica. "How Competency‐based Training has Changed the Role of Teachers in the Vocational Education and Training Sector in Australia." Asia-Pacific Journal of Teacher Education 27, no. 1 (March 1999): 61–75. http://dx.doi.org/10.1080/1359866990270106.
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Hernaiz-Sánchez, Ariadna, Eloy José Villaverde-Caramés, Miguel González-Valeiro, and Maria A. Fernández-Villarino. "Physical Literacy and Teacher Training: Pilot Study." Education Sciences 11, no. 2 (January 24, 2021): 42. http://dx.doi.org/10.3390/educsci11020042.
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With the appearance of physical literacy, a new approach to physical education has emerged, aimed at promoting lifelong physical activity. With the intention of exploring whether physical education teacher training programmes are in line with this trend, we analysed the conceptions of pre-service teachers. The aim of this study was to design and validate a questionnaire analysing the conceptions of students taking the degree course in the Science of Physical Activity and Sport with regard to what it means to be a physically well-educated student. A questionnaire was designed for data collection. A chi-square test was used to analyse the statistically significant differences and Cramer’s V was used to quantify the degree of association. The results show that pre-service teachers consider a physically well-educated student to be one who maintains a healthy lifestyle and has overall motor competence and self-awareness. Differences have been found between the conceptions of pre-service teachers, between universities and between the beginning and the end of training programs. A valid and reliable instrument has been obtained for analysing the conceptions of pre-service teachers. The studies reinforce the conceptions related to an active lifestyle and overall motor competence. The conceptions of pre-service teachers are within closer range of physical literacy after their studies.
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Chakraborty, Bhaskar. "A Study on Physical Education Teachers’ Training Programme on Development of Attitude towards Physical Education." IOSR Journal of Humanities and Social Science 2, no. 4 (2012): 1–3. http://dx.doi.org/10.9790/0837-0240103.
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Demchenko, Iryna, Borys Maksymchuk, Valentyna Bilan, Iryna Maksymchuk, and Iryna Kalynovska. "Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 191–213. http://dx.doi.org/10.18662/brain/12.3/227.
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According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.
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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.
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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (November 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.
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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.
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Churton, Michael W. "Preparation of adapted physical educators in Appalachia: Preservice Training Model." Rural Special Education Quarterly 9, no. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
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The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
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Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.
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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.
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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov, and Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions." LAPLAGE EM REVISTA 7, Extra-D (July 10, 2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.
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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.