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通过合作规划挑战德国体育教育教师教育者的与健康相关的信念。

Challenging German physical education teacher educators' health-related beliefs through Cooperative Planning.

机构信息

Institute of Sports Science, Eberhard Karls University Tübingen, Wilhelmstraße 124, 72074 Tübingen, Germany.

Institute of Sports Science, Friedrich-Schiller-University Jena, Seidelstraße 20, 07749 Jena, Germany.

出版信息

Health Promot Int. 2021 Dec 13;36(Supplement_2):ii26-ii39. doi: 10.1093/heapro/daab163.

Abstract

Physical education teacher educators' health-related beliefs can impact public health. An interactive knowledge-to-action approach, such as Cooperative Planning, might challenge the health-related beliefs of physical education teacher educators, thus contributing to innovation in teacher education. We investigated what health-related beliefs physical education teacher educators had before a Cooperative Planning intervention, how these developed throughout the intervention and how teacher educators' perceptions of Cooperative Planning can explain the identified changes and continuities. We established two Cooperative Planning groups that included physical education teacher educators (university lecturers and teacher trainers), researchers, study course coordinators and prospective teachers. The data of 13 teacher educators were collected before (t0) and after (t1) the Cooperative Planning using two methods: observations of teaching practice and interviews. The data analysis was based on the following categories: (i) epistemic beliefs about health (e.g. salutogenic understanding), (ii) beliefs about the health topic in physical education (e.g. health-related knowledge and understanding), (iii) beliefs about the health topic in physical education teacher education (e.g. health-related pedagogical content knowledge) and (iv) process-related beliefs about Cooperative Planning. The findings revealed that teacher educators' health-related beliefs were rather stable but could be challenged through a Cooperative Planning intervention. Epistemic beliefs about health remained, whereas more practice-related beliefs about the health topic in physical education and physical education teacher education changed in individual ways. Here, a change in beliefs was more likely when the participants were open to change and when Cooperative Planning offered opportunities to engage in concrete lesson planning.

摘要

体育教师教育者的健康相关信念可能会影响公众健康。一种互动的知识转化为行动的方法,如合作规划,可能会挑战体育教师教育者的健康相关信念,从而为教师教育的创新做出贡献。我们调查了体育教师教育者在合作规划干预之前的健康相关信念是什么,这些信念在整个干预过程中是如何发展的,以及教师教育者对合作规划的看法如何解释所确定的变化和连续性。我们成立了两个合作规划小组,其中包括体育教师教育者(大学讲师和教师培训师)、研究人员、研究课程协调员和未来的教师。使用两种方法收集了 13 名教师教育者在合作规划之前(t0)和之后(t1)的数据:教学实践观察和访谈。数据分析基于以下类别:(i)健康的认识论信念(例如,健康促进理解),(ii)体育教育中健康主题的信念(例如,与健康相关的知识和理解),(iii)体育教育教师教育中健康主题的信念(例如,与健康相关的教学内容知识)和(iv)关于合作规划的过程相关信念。研究结果表明,教师教育者的健康相关信念相当稳定,但可以通过合作规划干预来挑战。健康的认识论信念仍然存在,而关于体育教育和体育教育教师教育中健康主题的更多实践相关信念则以个体方式发生变化。在这里,当参与者愿意改变并且合作规划提供了参与具体课程规划的机会时,信念的改变更有可能发生。

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