Rovegno I
University of Alabama, USA.
Res Q Exerc Sport. 1998 Jun;69(2):147-62. doi: 10.1080/02701367.1998.10607680.
The purpose of this paper is to describe three aspects of learning a movement approach that were salient and initially problematic for 1 experienced teacher, 2 early career teachers, and 1 student teacher. A constructivist perspective was the theoretical base. Across 3 years, the researcher conducted 11 weeks of observations, 15 formal interviews, 3 group interviews, and daily informal interviews. Three problematic aspects were: (1) knowing to what extent they should give information and tell children what to do when teaching less structured content, (2) knowing the whole of the approach and how components connected, and (3) knowing content (i.e., pedagogical content knowledge) in enough depth and detail. Knowledge development was facilitated by more experienced teachers, experience, and a set of key ideas.
本文旨在描述学习一种运动教学法的三个方面，这三个方面对1名经验丰富的教师、2名初职教师和1名实习教师来说较为突出且最初存在问题。建构主义视角是理论基础。在3年时间里，研究者进行了11周的观察、15次正式访谈、3次小组访谈以及每日非正式访谈。三个存在问题的方面是：（1）在教授结构较松散的内容时，知道应在何种程度上提供信息并告诉孩子们做什么；（2）了解整个教学法以及各组成部分如何相互联系；（3）足够深入和详细地了解教学内容（即学科教学知识）。经验更丰富的教师、经验以及一系列关键理念促进了知识的发展。
