CIFI2D, Faculty of Sport, University of Porto, Porto, Portugal.
J Sports Sci Med. 2022 Jun 1;21(2):153-163. doi: 10.52082/jssm.2022.153. eCollection 2022 Jun.
This study aimed to examine how a novice Physical Education teacher unfolded her pedagogical practice as a facilitator of learning during a hybrid Sport Education/Step-Game-Approach volleyball season; and to investigate students' perceptions about their lived learning experiences and active involvement in building their own learning process. For this purpose, an insider action-research design was implemented throughout one school term (20 lessons of 45 minutes each in total). Twenty-five students (aged between16 and17 years old), enrolled in the 12 grade at a Portuguese high school took part in this investigation. The novice teacher, who held two years of professional experience, assumed the dual role of teacher-researcher, facilitating an in-depth understanding of the complexity featuring of the teaching-learning process. Qualitative data were collected using multiple data sources (i.e., teacher's lesson plans and field diary, and student's focus-group interviews), and analyzed using a hybrid approach of inductive and deductive thematic analysis. The results revealed that the use of this hybrid season helped the teacher to act as facilitator of learning, namely by: (i) using two student-centered models with unique internal structures and functionalities, (ii) increasing the level of responsibility taken by students for their own learning experiences, (iii) adapting the lesson plans to students' individual needs, and (iv) combining a more supportive intervention with the use of more indirect teaching strategies. Together, these strategies seemed to prompt students' autonomy and sense of active control of the class activities, the development of students' abilities and volleyball-based knowledge, leading them to be more interested and engaged in Physical Education. In conclusion, the alliance between the student-centered environment (Sport Education) and the specificity of the content subject-knowledge (Step-Game Approach for non-invasion games) seems to have allow the novice teacher to adjust her pedagogical intervention as facilitator of learning to students' individual learning needs.
本研究旨在考察一位新手体育教师如何在混合式体育教育/分步游戏法排球赛季中作为学习促进者展开她的教学实践；并调查学生对他们的学习体验和积极参与构建自己学习过程的看法。为此，在一个学期（共 20 节课，每节课 45 分钟）中实施了内部行动研究设计。25 名学生（年龄在 16 到 17 岁之间），参加了葡萄牙一所高中的 12 年级的学习。这位有两年专业经验的新手教师担任教师-研究者的双重角色，深入了解教学过程的复杂性。使用多种数据源（即教师的教案和实地日记，以及学生的焦点小组访谈）收集定性数据，并使用归纳和演绎主题分析的混合方法进行分析。结果表明，使用这种混合赛季有助于教师充当学习促进者，具体表现为：（i）使用具有独特内部结构和功能的两个以学生为中心的模型，（ii）提高学生对自己学习经验的责任感，（iii）根据学生的个人需求调整教案，以及（iv）将更支持性的干预与使用更间接的教学策略相结合。这些策略似乎共同促使学生自主和积极控制课堂活动，发展学生的能力和基于排球的知识，使他们对体育教育更感兴趣和参与。总之，以学生为中心的环境（体育教育）和特定内容学科知识（非入侵游戏的分步游戏法）之间的联盟似乎使新手教师能够根据学生的个人学习需求调整她作为学习促进者的教学干预。
