芬兰职前教师对幼儿体育教育感知能力的认知

安东 尼·, 阿雅 ·瓦, 安妮 ·萨
体育与健康科学学院

摘要


幼儿教育和护理（ECEC）教师在支持幼儿的身体活动（PA）和早年的整体发展方面发挥着核心作用。然
而，幼儿教育教师培训（ECETT）计划的价值并未得到广泛理解。本研究旨在调查职前教师在（1）支持孩子的 PA、
（2）教体育和（3）观察和评估孩子的运动技能和 PA时对感知能力的看法。这些自我评价与一系列个人、教育和行
为特征进行了比较。芬兰七所大学的最后一年学士学位职前教师（n=274；54%）参与了自我报告问卷。线性回归模
型的结果表明，相关的体育研究和职前教师的过往经验预测了更高的感知能力，即支持孩子的体育活动、教体育课
以及观察和评估孩子的运动技能和体育活动。因此，研究结果表明，在早期实施体育活动时，教师培训如何对感知
和态度产生积极影响，从而提高一个人的感知能力。总体而言，结果强化了 PE在 ECETT中的重要性，应该保持或
增加用于该教学大纲领域的时间。

关键词


幼儿教育师资培训；感知能力；体育；职前教师

全文:

PDF


参考


[1]Mäkelä, K. PE teachers’ job satisfaction, turnover,

and intention to stay or leave the profession. In Studies in

Sport, Physical Education and Health 208; The University

of Jyväskylä: Jyväskylän yliopisto, Finland, 2014; Available

online: http://urn.fi/URN: ISBN:978-951-39-5767-4.

[2]Nieminen, P.; Salminen, K. The importance of the

objectives of physical education. Physical education students’

perceptions in five countries. 2010, 47, 45–53. 45.

[3]Bruijns, B.A.; Johnson, A.M.; Irwin, J.D.; Burke,

S.M.; Driediger, M.; Vanderloo, L.M.; Tucker, P. Training

may enhance early childhood educators’ self-efficacy to lead

physical activity in childcare. BMC Public Health 2021, 21,

386.

[4]Peterson, G.; Elam, E. Observation and Assessment

in Early Childhood Education. In An Open Educational

Resources Publication by College of the Canyons. 2020.

Available online: https://childdevelopment.org/docs/defaultsource/pdfs/observation-andassessment-english2-8-20.

pdf?sfvrsn=1e9226c1_2.

[5]Riley, N.; Mavilidi, M.F.; Kennedy, S.G.; Morgan, P.J.;

Lubans, D.R. Dissemination of thinking while moving in maths:

Implementation barriers and facilitators. Transl. J. Am. Coll.

Sports Med. 2021, 6, e000148.

[6]Lu, C.; Montaque, B. Move to learn, learn to move:

Prioritizing physical activity in early childhood education

programming. Early Child. Educ. J. 2016, 44, 409–417.

[7]Brown, W.; Googe, H.; McIver, K.; Rathel, J. Effects

of teacher- encouraged physical activity on preschool

playgrounds. J. Early Interv. 2009, 31, 126–145.

[8]Cheung, P. Teachers are role models for physical

activity: Are preschool children more active when teachers are

active? Eur. Phys. Educ. Rev. 2020, 26, 101–110.

[9]Wigfield, A.; Eccles, J.S. Expectancy-value theory of

achievement motivation. Contemp. Educ. Psychol. 2000, 25,

68–81.

[10]Sandberg, A.; Pramling-Samuelsson, I. An interview

study of gender differences in preschool teachers’ attitudes

toward children’s play. Early Child. Educ. J. 2005, 32,

297–305.

[11]Gubbels, J.S.; Van Kann, D.H.H.; Jansen, M.W.J.

Play equipment, physical activity opportunities, and

children’s activity levels at childcare. J. Environ. Public

Health 2012, 326520.


Refbacks

  • 当前没有refback。