Notice bibliographique
Résumé
The October 2013 issue of the Journal of Teaching in Physical Education (JTPE) reflects a diverse research agenda from several different countries.Our growing understanding of Physical Education in a number of different settings is enhanced by these research endeavors.We are delighted to have seven papers in this October 2013 edition exploring elementary, secondary and higher education teaching and learning contexts.The first three papers focus on physical education teachers and present schoolbased research.These papers examine: the connection between emotional intelligence and self-efficacy of Belgian teachers; teachers' attitudes towards change with the implementation of an educational reform in Israel; and secondary physical educators "Love Affair" with sport from the United States.The fourth paper represents the voices of secondary school students and the potential of scrapbooking as a way for researchers to access students' perspectives from Ireland.This paper should be applauded for its innovative approach to methodology and as editors we encourage these more creative techniques of inquiry.The fifth paper evaluates generalist, non-physical education specialist, and elementary classroom teachers' adoption of a physical activity program in South Carolina.This paper foregrounds a growing problem of untrained generalist elementary classroom teachers teaching physical activity in elementary schools across the world.The sixth paper explores the pedagogy of facilitation within physical education Professional Development from professional learning communities in the U.S. and Europe.This study highlights an alternative to the traditional "one-shot PD", which is often a pre-packaged efficient delivery but presents non-contextualized content.The last paper of this edition highlights the area of inclusion and working with persons with disabilities, which is of immense importance to education and to our field.This research from Canada extends our understanding of disability simulations and their potential as a teaching strategy in Physical Education Teacher Education.The first paper Emotional Intelligence and Self-Efficacy Among Physical Education Teachers, explores the connection between emotional intelligence and self-efficacy.The findings demonstrated positive correlations between Emotional Intelligence (EI) and self-efficacy, and discover that the "sociability factor" of EI can predict the teacher's sense of efficacy.This research strongly advocates for the use of specific EI training for physical education teachers.Mouton, Hansenne, Delcour, and Cloes from Belgium remind us that there are many ways that emotions can be communicated consciously and unconsciously and that teachers may often attempt to mask their feelings, but students are often able to appraise the teacher's emotional well-being.In the manuscript, Physical Education Teachers and Their Attitudes Towards Change: Implementation of the New Horizon Educational Reform, Zach and Inglis add to our understanding of educational reform in physical education.Their research goals were to determine how the "New Horizon" educational reform agreement signed between the Israeli government and the Teachers' Union (2008) was implemented among physical education (PE) teachers.The research also examined teachers' attitudes towards the reform and to the changes entailed in implementing
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».