再次学习教学：哪种专业发展方法重要？
Learning to Teach Again: What Professional Development Approach Matters?
作者信息
Deng Anqi, Wang Yubing, Zhang Tan, Chen Ang
机构信息
The University of North Carolina at Greensboro.
University of Wisconsin at Whitewater.
出版信息
J Teach Phys Educ. 2022 Jan;41(1):78-87. doi: 10.1123/jtpe.2020-0121. Epub 2021 Jul 29.
PURPOSE
Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum.
METHODS
Physical education teachers ( = 19) received one of the following CPD trainings: (a) , (b) , or (c) . The effect of each CPD method was determined by tracking student learning ( = 3,418) with a two-level linear mixed model.
RESULTS
The results showed that CPD was able to generate the largest knowledge gain in both the (β = 0.214, < .001) and (β = 0.184, < .01) in comparison with the other two CPD approaches.
DISCUSSION
These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles.
CONCLUSIONS
The CPD appears to benefit student learning the most followed by the . The would yield the least learning achievement.
目的
本研究以建构主义学习理论为依据，旨在确定三种持续专业发展（CPD）方法对健康生活体育课程中学生学习的影响。
方法
体育教师（n = 19）接受了以下CPD培训之一：（a） ，（b） ，或（c） 。通过使用二级线性混合模型跟踪学生学习情况（n = 3418）来确定每种CPD方法的效果。
结果
结果表明，与其他两种CPD方法相比，CPD在 （β = 0.214，p <.001）和 （β = 0.184，p <.01）方面都能产生最大的知识增益。
讨论
这些发现增进了我们对不同CPD方法在增强心肺适能和健康生活方式等学科中学生学习方面所起作用的理解。
结论
CPD似乎对学生学习最有益，其次是 。 产生的学习成果最少。
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