The role of physical education teacher preparation and its potential for social change in El Salvador
Bibliographic record
Abstract
El Salvador is a country with a combination of poverty, guns, and gangs which has resulted in one of the highest homicide rates amongst adolescent males in the world (World Health Organization, 2002). The United Nations' Secretary-General (2006) Study on Violence Against Children reported that quality education is one of the best development investments with which to reduce violence due to its link to strengthened human capacity that supports development across all sectors. Quality Physical Education (PE) in particular can play a prominent role within schools to help foster the critical life skills needed to solve conflict peacefully. As a result, the Salud Escolar Integral program was created in El Salvador as a way to address the prevention of youth violence and the promotion of peace. A key component of this program was the creation of a new undergraduate PE program at one of El Salvador's largest teacher development universities. The purpose of this study was to report on the confidence level of faculty and students in a new PE undergraduate program focused upon reducing youth violence through more humanistic approaches to PE during their first year in the program. Results from a mixed-method longitudinal design suggested that students and faculty felt that through the PE program, they had a significant role in helping to create societal changes related to the prevention of youth violence, that students felt more confident and competent in their ability to deliver quality PE programs and they felt more connected to their community and more socially responsible through opportunities to apply their skills in schools across the country. Results are discussed in relation to their potential long-term impact within El Salvador and as a model for educational reform in other countries. Au fil des ans, le Salvador est devenu un dangereux carrefour de pauvrete, d'armes a feu et de bandes de rue. De fait, le pays affiche aujourd'hui l'un des taux d'homicide les plus eleves au monde chez le groupe des jeunes hommes (Organisation mondiale de la Sante, 2002). Une etude du secretaire general des Nations Unies (2006) sur la violence a l'endroit des enfants revele que 'une des meilleures facons de faire obstacle a la violence consiste a investir dans un enseignement de qualite, de maniere a renforcer la capacite humaine qui sous-tend le developpement dans tous les secteurs. L'education physique de qualite dans les ecoles, en particulier, peut grandement aider les jeunes a acquerir des habiletes fondamentales et utiles pour regler pacifiquement les conflits. Le programme salvadorien Salud Escolar Integral a pour objet de prevenir la violence chez les jeunes et de promouvoir la paix. L'une de ses composantes cles tient a l'etablissement d'un nouveau programme de premier cycle en education physique offert dans l'une des plus grosses universites salvadoriennes. Cette etude s'est aussi penchee sur le taux de confiance des professeurs et des etudiants participant a un nouveau programme de premier cycle en education physique visant a reduire le taux de violence chez les jeunes en adoptant des approches plus humanistes vis-a-vis l'education physique des la premiere annee d'universite. Selon les resultats d'une etude longitudinale multi-methodes, les etudiants et les professeurs sont d'avis que le programme d'education physique leur permet de jouer un role cle en vue d'instaurer des changements societaux axes sur la prevention de la violence chez les jeunes. En outre, les etudiants semblent avoir plus confiance en leur aptitude a offrir des programmes d'education physique de qualite. En outre, ils se sentent mieux branches sur leurs collectivites et plus socialement responsables, ce qui les incite a mettre leurs connaissances a profit dans nombre d'ecoles a travers le Salvador. Le document examine les resultats en fonction de leurs effets a long terme sur le Salvador et en tant que modele utile susceptible d'appuyer les efforts de reforme de l'enseignement en cours dans d'autres pays.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".