The impact of teaching physical education to Czech school children using progressive teaching approaches: Findings of a four-year study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15510%2F09%3A00011051" target="_blank" >RIV/61989592:15510/09:00011051 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The impact of teaching physical education to Czech school children using progressive teaching approaches: Findings of a four-year study

Popis výsledku v původním jazyce

Practice teaching is an important feature of pre-professional preparation of teachers. This study assessed student teachers? (STs) and pupils?: overall evaluation and evaluation of pupils? roles in physical education (PE) and second subject lessons. STsdelivered the lessons using either traditional or progressive teaching approaches. Questionnaires were completed by 57 STs and 10,517 high school pupils who assessed the lessons taught by the STs. Differences in the evaluation of pupil?s role were analysed according to teaching approach, school years, and gender. In both types of lessons, pupils evaluated progressive teaching approaches more positively than the traditional approaches. Pupils? roles in lessons delivered using progressive teaching approaches also increased. STs evaluated the progressive approaches in both lessons more positively than traditional approaches. Girls evaluated PE lessons more favourably than boys regardless of teaching approach. If the goal is to increase pup

Název v anglickém jazyce

The impact of teaching physical education to Czech school children using progressive teaching approaches: Findings of a four-year study

Popis výsledku anglicky

Practice teaching is an important feature of pre-professional preparation of teachers. This study assessed student teachers? (STs) and pupils?: overall evaluation and evaluation of pupils? roles in physical education (PE) and second subject lessons. STsdelivered the lessons using either traditional or progressive teaching approaches. Questionnaires were completed by 57 STs and 10,517 high school pupils who assessed the lessons taught by the STs. Differences in the evaluation of pupil?s role were analysed according to teaching approach, school years, and gender. In both types of lessons, pupils evaluated progressive teaching approaches more positively than the traditional approaches. Pupils? roles in lessons delivered using progressive teaching approaches also increased. STs evaluated the progressive approaches in both lessons more positively than traditional approaches. Girls evaluated PE lessons more favourably than boys regardless of teaching approach. If the goal is to increase pup

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2009

Kód důvěrnosti údajů

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

Název periodika

Central European Journal of Public Health

ISSN

1210-7778

e-ISSN

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Svazek periodika

17

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

55

Strana od-do

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Kód UT WoS článku

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EID výsledku v databázi Scopus

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