Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

Sato, Takahiro; Hodge, Samuel R.; Casebolt, Kevin M.; Samalot‐Rivera, Amaury

doi:10.25035/ijare.09.03.07

Cited by 8 publications

(3 citation statements)

References 47 publications

(65 reference statements)

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“…Os estudos selecionados tiveram como objetivo investigar as: crenças sobre os propósitos da Educação Física (PHILPOT; SMITH, 2010); crenças sobre atividades competitivas (BERNSTEIN; HERMAN; LYSNIAK, 2013; HARVEY; O´DONOVAN, 2013); crenças sobre o ensino dos esportes (RAMOS et al, 2014;DE SOUZA et al, 2017;DE SOU-ZA et al, 2018); crenças sobre instrução de pessoas com deficiências (SATO et al, 2015); crenças sobre o ensino da Educação Física (TANNEHILL; MACPHAIL, 2015); e crenças sobre os estilos de ensino (SYRMPAS et al, 2019).…”

Section: Entrevista Semiestruturadaunclassified

Crenças de futuros professores de educação física: uma metassíntese

Ristow

Backes

Brasil

et al. 2022

Cad. Educ. Fís. Esporte

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INTRODUÇÃO: Nos últimos vinte anos, pesquisas sobre as crenças de futuros professores de Educação Física têm evidenciado a influência das crenças nas decisões curriculares, a relação das crenças e as práticas pedagógicas, a pequena contribuição dos cursos de graduação nas mudanças das crenças, a contribuição das experiencias prévias nas crenças pedagógicas. Diante desse contexto, sintetizar os principais dados qualitativos pode contribuir para uma compreensão a respeito das crenças dos futuros professores no contexto da formação inicial.OBJETIVO: Realizar uma metassíntese a respeito das crenças de futuros professores de Educação Física.MÉTODOS: Foi realizada uma metassíntese, caracterizada como uma metodologia de revisão sistemática em que os resultados de estudos qualitativos. Os resultados dos 9 artigos originais foram analisados e sintetizados a partir da técnica de análise de conteúdo. As categorias foram determinadas a priori em: propósitos, conteúdos e estratégias.RESULTADOS: Existe diferença a respeito das crenças sobre o propósito, enquanto os acadêmicos novatos acreditam que a Educação Física deve focar no desenvolvimento físico e motor dos alunos, os graduandos acreditam que a Educação Física pode desenvolver diversos aspectos. Referente as crenças sobre o conteúdo, os futuros professores acreditam que a técnica deve ser privilegiada. A respeito das crenças sobre as estratégias, os acadêmicos se dividem naqueles que preferem as tarefas analíticas e os que preferem as tarefas globais. CONCLUSÃO: Destaca-se a diferença nas crenças entre futuros professores, permitindo classificá-los como tradicionais e construtivistas. Os tradicionais acreditam no processo de ensino e aprendizagem centrado no professor, no propósito da Educação Física voltado ao desenvolvimento físico e motor e nas tarefas analíticas. Os construtivistas acreditam que os alunos devem participar ativamente das aulas, possuem uma visão mais complexa da Educação Física, preferem utilizar tarefas globais e tipos de instrução menos diretivas.

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Section: Entrevista Semiestruturadaunclassified

Crenças de futuros professores de educação física: uma metassíntese

Ristow

Backes

Brasil

et al. 2022

Cad. Educ. Fís. Esporte

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“…These water safety certificate programmes can help to educate the public health sector to develop water safety procedures that are culturally relevant and recognize the need to educate all racial and ethnic groups. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest that PETE programmes be mindful of implementing courses that accommodate the varying needs of individual aquatic competency (Sato et al, 2015). In order to better prepare pre-service teachers, aquatic courses should be used as a part of core requirements of their programmes of study, and they should be infused with culturally relevant content and social justice concepts (Burden et al, 2012).…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

African American pre-service physical education teachers’ learning about aquatic courses

Sato

Ellison

Eckert

2018

European Physical Education Review

Self Cite

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The purpose of this study was to describe how African American pre-service physical education teachers engage themselves in learning aquatic content. This study used a case study design in andragogy theory. Seven participants (four males and three females) had very little experience and/or swimming ability prior to enrolling in the basic aquatic course. In fact, four participants had encountered near-drowning events and consequently experienced a fear of swimming. Data were collected from the participants while they were enrolled in a basic aquatic course and again while they were enrolled in the intermediate aquatic course. The data sources included self-reflective journals, a series of semi-structured face-to-face interviews and e-mail correspondence. The data were analyzed using a constant comparative method. Four significant themes were present: (a) drowning prevention lessons; (b) self-guided learning; (c) independent versus dependent learners; and (d) overcoming racial stereotypes. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest physical education teacher education programmes should create learning experiences within aquatic courses that not only enhance future physical education teachers’ pedagogical content knowledge, but that also increase their awareness of culturally relevant pedagogy and social justice issues that may be faced when entering the physical education profession.

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“…On this basis, swimming is a good allround activity which has a myriad of extraordinary benefits for the body and mind that can boost the quality of life and socialization for children with ASD. The vast majority of the studies are primarily based on experts' and/or parents' views, beliefs, perceptions or observations about the effect of aquatic activities and the way children with ASD reduce the risk of accidental drowning-and bring more confidence, and coordination into their lives (Buchanan, Miedema & Frey, 2017;Sato et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

RevPed

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Adolescence is among the most studied developmental stages. It represents critical transition stage in human development, characterized by a large amount of changes, to which young people must find creative solutions in order to adapt. Among the most important developmental tasks is the dimension of motivation and, in particular, interests as motivational structures. A convenience sample of 1360 adolescents, aged between 12 and 24 years old, filled in the Questionnaire for Evaluation of Vocational Interests (Cognitrom Assessment System). The objectives and hypotheses of the research are mainly focused on the identification of the existing differences in the area of interests, based on the following criteria: age, gender and environment of provenance. The study identifies a preference of the postadolescents for the social and investigative interests; a preference for artistic, social and realistic interests of girls; and a preference of urban-based adolescents for conventional and investigative interests. Results highlight the importance of identifying the variability of interests for both a better knowledge of this developmental stage and a better organization of the instructive-educational activities, thus supporting the development of career counseling and guidance in schools, high-schools and universities.

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Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

Cited by 8 publications

References 47 publications

Crenças de futuros professores de educação física: uma metassíntese

Crenças de futuros professores de educação física: uma metassíntese

African American pre-service physical education teachers’ learning about aquatic courses

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