McCaughtry Nate, Barnard Sara, Martin Jeffrey, Shen Bo, Kulinna Pamela Hodges
Division of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, MI 48202, USA.
Res Q Exerc Sport. 2006 Dec;77(4):486-97. doi: 10.1080/02701367.2006.10599383.
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.
本研究的目的是分析城市学校面临的挑战如何影响体育教师对学生的情感理解及与学生的联系，以及这些挑战对其教学的影响。采用解释性方法，对美国中西部一个城市学区的61名小学体育教师在3年时间里进行了多次访谈（N = 136）。教师们报告了五个独特的挑战，这些挑战显著地塑造了他们对学生和职业的看法，以及他们用来克服或应对这些挑战的策略。这些挑战包括：（a）教学资源不足；（b）实施与文化相关的教学法；（c）应对社区暴力；（d）在课程中融入更多游戏；（e）在篮球文化氛围中教学。研究结果集中在城市教学中令人产生内疚感的本质、培养对城市体育教育的明智且现实的愿景，以及教师培训和专业发展的作用。
