Induction systems of physical education teachers in Europe

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F19%3A00006871" target="_blank" >RIV/46747885:24510/19:00006871 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46528/751375140193" target="_blank" >http://www.periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46528/751375140193</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4025/jphyseduc.v30i1.3066" target="_blank" >10.4025/jphyseduc.v30i1.3066</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Induction systems of physical education teachers in Europe

Popis výsledku v původním jazyce

The purpose of this research was to explore the similarities and differences of existing induction systems for physical education (PE) teachers in Europe. Physical education teacher education (PETE) experts from 25 European countries shared their PETE curricula and best practices in their induction systems. Data was collected through a semi-structured template that informed the experts’ presentation of the induction procedures and experiences in their respective countries. All presentations and information were thematically analyzed. Results stated that in the majority of countries in this project, there is no coherent or systematic structured induction programs for novice PE teachers. Some countries have developed induction system, however in most cases, by some reasons, those systems are relatively unsystematic and not fully embedded in their education system. Clearly, there is a need for a systematic and function model of induction for novices PE teachers in many countries. The present research on induction can help teacher education program developers to design educative, costeffective opportunities for novice PE teachers by context adapting existing successful programs.

Název v anglickém jazyce

Induction systems of physical education teachers in Europe

Popis výsledku anglicky

The purpose of this research was to explore the similarities and differences of existing induction systems for physical education (PE) teachers in Europe. Physical education teacher education (PETE) experts from 25 European countries shared their PETE curricula and best practices in their induction systems. Data was collected through a semi-structured template that informed the experts’ presentation of the induction procedures and experiences in their respective countries. All presentations and information were thematically analyzed. Results stated that in the majority of countries in this project, there is no coherent or systematic structured induction programs for novice PE teachers. Some countries have developed induction system, however in most cases, by some reasons, those systems are relatively unsystematic and not fully embedded in their education system. Clearly, there is a need for a systematic and function model of induction for novices PE teachers in many countries. The present research on induction can help teacher education program developers to design educative, costeffective opportunities for novice PE teachers by context adapting existing successful programs.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Physical Education (Maringa)

ISSN

2448-2455

e-ISSN

—

Svazek periodika

30

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

BR - Brazilská federativní republika

Počet stran výsledku

11

Strana od-do

"e3066"

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85073198250