Teaching through Turbulence: Post-Pandemic Pedagogical Shifts in Physical Education Teacher Training

Purpose: to determine the main directions of the individual approach to the training of physical education teachers according to modern literature. Material and methods. The analysis of literature sources was carried out by working with scientific works, which are presented in the databases "Webmof Science", "Scopus", "Pub Med" and others. The search for literary sources was carried out by the keywords ":" physical education teacher training "," physical education "," sports "," coach training ". A total of 10,157 works were found based on key words, of which 234 works were selected for literary review. The selection was carried out as follows: first, the topic of the article was analyzed, then, if the topic corresponded to the direction of our study, the annotation was analyzed. If the annotation corresponded to the direction of our research, the text of the article was analyzed. Also in the analysis of literature sources, preference was given to sources presented in the quartiles "Webmof Science" and "Scopus" 1-3 level. In addition, articles on the training of physical education and sports professionals in China were analyzed separately. Of the 234 works presented in the literature review, 153 sources - research, 43 - review, 38 - randomized trials. Results. In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist. Conclusions. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

In the context of digital education implementation, addressing the problem pertaining to the training of highly qualified physical education (PE) teachers in the Republic of Sakha (Yakutia) is essential for the innovative development of the region, along with that of its scientific and educational environments. To this end, specialists should improve their professional skills in order to develop and effectively use advanced educational technologies that take into account the specific conditions of work, study, life as well as the national and cultural traditions of the region. The current article highlights that the implementation of digital education requires complex transformations in the systems of both pedagogical and physical education, which are influenced by progressive digital and information technologies. However, its practical implementation requires a change in the goals, along with the organizational forms and technologies of educational activities, based on information and communication technology (ICT) and network technologies, in addition to the development of productive strategies to integrate innovations into the traditional educational process. Thus, the aim of this study is to substantiate the current trends regarding the development of digital education and training of PE teachers in the Republic of Sakha (Yakutia), by means of the analyses of foreign and domestic researchers’ experiences. Further, its theoretical aspect delves into the analysis of the research conducted on digital education and, primarily, the ways in which it can be implemented in the educational process of the Institute of Sport and Physical Education (ISPE), Ammosov North-Eastern Federal University (NEFU). On the other hand, the practical section of this study presents a comparison between the knowledge of part-time and full-time students studying at the ISPE, NEFU, concerning the framework of digital educational materials’ implementation for the training of future PE teachers. The results showed the considerable improvement of the students’ knowledge on the importance of ICT and digital resources, in addition to an increased level of digital competence regarding professional activity.

Schools are accountable for educating students in specific positive knowledge, skills and values relevant to that specific society. However, it is unclear how disability is perceived and treated by teachers, and how students acquire awareness and positive perceptions towards disability through the teaching-learning process. The concept of critical constructivist teaching in physical education (PE) is that PE teachers organise in order to integrate students with disabilities into classes with students without disabilities, and this could therefore be a critical paradigm shift for challenging existing negative perceptions among students without disabilities towards students with disabilities. The qualitative data that informs this article aimed to provide a comprehensive interpretation of how the methods used by current Sri Lankan PE teachers evolved to include students with disabilities in their regular PE classes. A sample of 90 in-service PE teachers, 10 representing within each of the 9 provinces of Sri Lanka were recruited to this study. Data were collected according to the descriptive phenomenological method through focus group interviews and analysed by thematic analysis according to Colaizzi’s descriptive phenomenological data analysis method. The degree of knowledge regarding disability, preparedness and inclusion practice of PE teachers were determined. Results revealed that Sri Lankan PE teachers were generally less confident about the inclusion of students with disabilities in their regular PE classes. However, a lack of support from authorities and working under varied policies had become the main challenges of inclusion of students with disabilities in regular PE classes. It was also revealed that even though major revisions had been advocated in the education and training of PE teachers, disability-focused training was still segregated from many in-service teacher training programmes due to negligible attention by senior educators. Recommendations to re-invent and re-plan training of in-service PE teachers may facilitate successful integration of students with disabilities into the regular PE classes.

BackgroundThis study evaluates the effect of two web-based interventions– one targeting physical education (PE) teachers and the other targeting parents– designed to enhance need-supportive behaviors in their interactions with adolescents. Need support, which involves fostering autonomy, competence, and relatedness, plays a crucial role in increasing adolescents’ autonomous motivation, intention, and effort in leisure-time physical activity (PA).Methods115 child-parent pairs were recruited (children: 55 boys, 60 girls; Mage=12.47, SD = 0.68). Participants were cluster-randomized by schools into the following groups: PE teacher training only; parent training only; combined PE teacher and parent training; and control group. Data from students were collected at four time points: baseline, post-intervention, 1-month follow-up, and 6-month follow-up, using web-based questionnaires. The effects of the interventions on the study variables were assessed using path analysis.ResultsThe intervention for PE teachers had a significant direct effect on adolescents’ perceived need-support from parents (β = 0.28, p = 0.027), controlled motivation in PE (β=-0.25, p = 0.042), attitude towards (β = 0.24, p = 0.016), and perceived behavioral control regarding leisure-time PA (β = 0.30, p = 0.006). Changes in perceived need support from PE teachers enhanced students’ autonomous motivation in PE (β = 0.61, p = 0.001), while need support from parents increased autonomous motivation towards leisure-time PA (β = 0.29, p = 0.041). Changes in perceived need-support from parents additionally had significant specific indirect effects on changes in adolescents’ intention (B = 0.06, p = 0.025) and effort (B = 0.04, p = 0.024) towards leisure-time PA, the effect mediated by changes in autonomous motivation and attitude.DiscussionWhile PE teachers’ support is necessary in fostering autonomous motivation in students, parental support may need more tailored strategies. Both parents and PE teachers play a critical role in providing need support, which significantly enhances adolescents’ motivation toward leisure-time PA. When adolescents feel supported, their attitude, intention, and effort toward leisure-time PA improve.ConclusionsWeb-based intervention for PE teachers effectively changed motivational constructs, while the parental intervention did not yield expected direct effects, indicating that parental support may be more complex. This study emphasizes the role of perceived need support from PE teachers and parents in enhancing adolescents’ autonomous motivation towards leisure-time PA, highlighting the need for collaboration between educators and parents in supporting adolescents’ basic psychological needs.Trial registrationProspectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). Overall study status is ‘completed’.

This article re-examines the initial training of physical education teachers with the purpose of pinning down its professional significance. The author maintains that we have lost, in part, its meaning, and, in an attempt to recover it, offers two initial strategies: to revisit two basic concepts—education in general and physical education in particular—and to reformulate four key questions: Question 1. What being a physically educated person means… Professionals are urged to establish the objectives of physical education based on the deficiencies, necessities and interests of the children and young people, which are rooted in the nature of the developed societies in which they live (e.g. the contextualisation of knowledge, emotional development, the learning of values necessary for a pacific coexistence, the promotion of active lifestyles, information about a balanced diet and the disorders that arise out of this, education for a sustainable consumerism, etc.). This information will be provided via an in-depth analysis of the socio-cultural, economical and political macro context. Question 2. What being a real physical educator actually means. …The emphasis is on three aspects: the complicity that a physical education teacher should feel towards children, which leads him/her to a moral commitment to his/her own training; the capacity of this teacher to respond to the question of what deserves to be taught and learnt within the field of physical education; and the awareness of principles, processes, educational aims and their implications, as well as the contextual aspects that condition their teaching. Question 3. What training a physical educator should receive and how it should be given….The necessity for a personal, as well as professional, preparation of physical educators is highlighted. Insofar as personal training, the author proposes, as a means of getting to know oneself, the writing down of respective personal stories (to reflect on one's principles, beliefs and values, how these ideas have been developed, and who they would like to be one day, etc.). With regard to professional preparation (in terms of curriculum and methodology), it is underlined that educators of teachers should contextualise the knowledge they impart, establish connections between the different fragments of said knowledge and with the daily lives of their students, school, education in general and physical education specifically. Moreover, the author highlights the importance of the use of metaphors, real life cases and school anecdotes to facilitate a learning process with meaning. The use of the pedagogy of dialogue is another strategy that is put forward not only as a technique for acquiring knowledge, but also as a means of improving relationships in the classroom. Keeping a journal in which one reflects on the different topics and how he/she is learning is another suggestion offered. Question 4. What those who are responsible for training physical education teachers should be like and how they should behave….It is argued that an educator of physical education teachers should have a specific knowledge of physical education, but should also be a cultured individual with a wider comprehension of the world and education in general, which allows him/her to contextualise knowledge and establish the aforementioned connections, as well as being emotionally balanced, committed to his/her job, consistent in what he/she says and does and capable of improving his/her teaching through praxis (a process of reflection, action and reflection).

In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist.. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

The article presents an analysis of the problem of training future physical education teachers to organize physical education and mass work in the conditions of digitalization of education. Physical education is considered an important component of the educational process, as it contributes to the comprehensive development of the personality, health promotion, and the formation of healthy lifestyle skills. The article summarizes various approaches to the problem of training physical education teachers in higher education institutions, such as the issue of updating the content, forms, and methods of professional training of physical education teachers; features of the use of pedagogical technologies in the professional training of future physical education teachers; the need for future physical education teachers to master professional knowledge; and training physical education teachers to use information technologies in teaching and coaching activities. An important aspect of the research presented in the article is the integration of digital technologies into physical education through the use of mobile applications for tracking physical activity (Google Fit, Strava), conducting online classes, or interactive lessons on theoretical physical training. The integration of digital technologies into physical education also involves the gamification of physical education, the introduction of sports challenges, tournaments, and team competitions using digital technologies, and the use of VR/AR tools for teaching movement techniques. It is talked about how to bring higher education up to date in the area of training physical education teachers. This is happening right now with the goal of shifting the focus from sports and physical education to personal growth and making people better, which is in line with the humanistic nature of physical education and mass reality. The article proves that such an approach determines the new content of the professional activity of a physical education teacher based on the formation of his professional culture.

Purpose: to determine the main directions of training of teachers of physical culture in the People's Republic of China according to the data of modern literature.
 Material and methods. The analysis of literature sources was carried out by working with scientific works, which are presented in the databases "Web of Science", "Scopus", "Pub Med" and others. The search for literary sources was carried out by the keywords: "physical education teacher training", "physical education", "sports", "coach training". A total of 10157 works were found based on key words, of which 33 works were selected for literary review. The selection was carried out as follows: first, the topic of the article was analyzed, then, if the topic corresponded to the direction of our study, the annotation was analyzed. If the annotation corresponded to the direction of our research, the text of the article was analyzed. Also in the analysis of literature sources, preference was given to sources presented in the quartiles "Web of Science" and "Scopus" 1-3 level. In addition, articles on the training of physical education and sports professionals in China were analyzed separately. Of the 33 works presented in the literature review, 15 sources - research, 10 - review, 8 - randomized trials.
 Results. In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist.
 Conclusions. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of ‘new’ thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers’ thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed.

The theoretical study of the professional training of physical education teachers considers this process as a dynamic one, in which educational goals are realized and the necessary competencies are formed. An important aspect is the creation of an integrated system of continuous learning that promotes personal development and training of personnel in various areas of educational activity, taking into account the needs of participants in the pedagogical process. The training of a future physical education teacher at a pedagogical university has its own specific characteristics, depending on the chosen specialty. The content of this training includes the implementation of an integrated pedagogical process aimed at nurturing the physical culture of an individual. This requires an expanded interpretation of the content of pedagogical education and the identification of components of readiness for professional activity: motivational, theoretical and practical-creative. Each of these components performs certain functions and is relatively independent. The motivational component is responsible for the desire for professional growth, the theoretical component is responsible for mastering knowledge and skills, and the practical-creative component is responsible for the application of this knowledge in practice. Such a structure provides the opportunity to implement various types of professional and pedagogical activity. The problem of defining the essential characteristics of a physical education teacher's readiness for professional activity is not new, but there is no single interpretation. It is often identified with other categories, such as preparedness, competence and professionalism. These characteristics determine the requirements for the teacher's personality and his/her work activity. The results of this study are of practical importance, since their theoretical provisions create the prerequisites for the scientific substantiation of the training of future physical education teachers. This includes the implementation of a holistic pedagogical process of developing students' physical education, which is relevant in the context of modern educational requirements.

Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few teacher educators' ‘instructional discourses’ seem to reflect these findings about gender relations. In fact, there is very little empirical research available about PE teacher educators in general and how they develop their professional identities. Purpose: This study has aimed to illuminate the duality of structure of PE teacher educators' professional identities and of the social construction of gender in PETE. By gaining a better understanding of the way in which we are both structured by PETE culture, and yet at the same time structure the culture, PE teacher educators may be better positioned to combat discriminatory practices. Participants and setting: Four PE teacher educators (aged between 31 and 42 years, with 5–13 years of teaching experience in PETE) from three universities offering PETE in Norway comprise the ‘purposeful sample’. Research design: The qualitative study is based upon social constructivist theories of professionalism and gender. It asks: ‘Are PE teacher educators’ professional identities constructed as technical or moral projects?' and ‘How are gender, gender equality and equity constructed in PETE?’ Data collection: Data were collected via in-depth interviews (two per informant), researcher log books and policy documents. Policy documents were downloaded from university websites or provided by the informants (for example, course plans and literature). Data analysis: Data were coded and analysed using a ‘content analysis’ approach, in which emerging themes were identified in relation to what being a professional PE teacher educator means and how gender equality and/or equity are constructed within PETE. Findings: The PE teacher educators' identities in this study are closely linked to a performance identity and a desire to pursue a love of sport. Their professional knowledge is based on knowing ‘what and how’, rather than asking why PE students should learn certain things. Their identity projects can be classified as technical rather than moral: the teacher educators are not concerned with developing students as democratic citizens with an interest in social justice; rather, they are interested in the successful transmission of the ‘truths’ of PETE to tomorrow's teachers. They are mostly interested in PE didactics and show little, if any, interest in pedagogical theory. Gender is not perceived as an important factor in the learning arena; it is perceived as a biological given. The teacher educators seem to exercise autonomy in PETE and their practice can be characterised as private, rather than collective. Conclusion: The PE teacher educators' lack of a theoretical understanding of gender unwittingly leads them to perpetuate a discourse which discriminates against many young female and some male students in PETE. Today's neo-liberal, outcome-driven teacher education tends to strengthen the PE teacher educators' technical view of professionalism and provides little room for alternative professional identities. PE teacher educators may benefit from the sharing of self-narratives about our gendered, professional identities with the view to engaging in fruitful continual professional learning.

The article analyzes the legislative basis for the introduction of levels of education in Ukraine, the adoption of organizational measures to implement the concept of level education, as well as the requirements for educational levels and degrees as elements of the concept of continuous professional education. Special attention is paid to the expediency of the sequence of the continuous educational process, starting from the stage of preliminary education and ending with the master's degree, in relation to the traditions and innovations of the world educational practice. The features of professional pre-higher education, opportunities for its students, advantages of implementation and development in the context of continuous education declared in Ukraine are analyzed in detail. At the same time, some shortcomings are emphasized: in particular, the lack of a legally established definition of the category of vocational pre-higher education. The advantages and problems of the training of junior bachelors are highlighted separately, the relationship between the content of their training and the content of the training of junior specialists and bachelors is revealed. The debatable opinion of specialists regarding the expediency of introducing the junior bachelor's training level is reflected. The main focus of the article is on the phasing of the training of future teachers of Physical Education - from the professional junior bachelor's level to the master's level - in the aspect of continuous education in accordance with the normative documents in force in Ukraine - the standard of the new generation teacher, the standard of professional preliminary education, the standards of professional training, as well as in accordance with educational programs and the National Qualifications Framework. The volume of ECTS credits for educational-professional and educational-scientific programs for the training of Physical Education teachers is shown. Attention is focused on the content of dual education in the Physical Culture teacher training system. Directions for further research are outlined: in particular, the need for a comparative analysis of all aspects of educational programs for training Physical Culture teachers in various higher education institutions is noted.

The purpose of the current study was to examine the challenges of distance learning (DL) teacher education (TE) experienced by decision makers, lecturers, and pedagogical instructors at PE teacher training colleges during the COVID-19 pandemic, and explore how these challenges were dealt with. In-depth interviews were conducted with 24 participants from five colleges of education in Israel where physical education teacher training is taught. A trifold process characterizes the investigated institutions: Frustration and a sense of helplessness, high self-satisfaction regarding the online instruction, and frustration combined with hope that the era of distance teaching will soon end. Most decisions regarding the changes and transitions were made by the teaching staff. Our findings can help those involved in teacher education in understanding how organizational and pedagogical decisions were made under conditions of uncertainty and crisis, and how these training programs were adapted to the new circumstances. Our findings may also serve as a basis for future discussion on long-distance teacher education.

The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space. The context was a two-year PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were 3 PSTs (from the original year one class) in their school placement, one university supervisor (US), and one cooperating teacher (CT). This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations, meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio recordings. Data analysis involved the constant-comparative grounded theory method. The analysis resulted in understanding the challenges faced by PSTs while working in contexts of possible development of social learning spaces. Accordingly, findings explore the development of PSTs throughout the two years of the programme by analysing their involvement in each cycle of value creation: the PSTs’ work group social dynamic; their experiences of peer-teaching SCAs before school placement; PSTs’ intentions about implementing SCAs; the individualisation of PSTs learning process; relationship dynamics with stakeholders (TEs, CTs, and US); and, the lack of practical examples of SCAs implementation in the host school. The analysis of the value creation cycles encourage PETE programmes to invest in understanding the development of social learning spaces, before introducing them in programme policy, by acknowledging the importance of developing a mechanism of analysis and follow-up of its development.

Relevance of the research topic. The process of inclusive education requires solving a number of problems. One of them is the training of teachers who would have the necessary professional competence to provide educational services for children with special needs. The scope of physical culture and sports was not an exception. According to some authors, the improvement of the system of professional training of future teachers of physical culture requires development in the direction of integration into its context of inclusive competences, as well as further research into the specification of its structure and the creation of a model of the professional training of the future teacher of physical culture, possessing the necessary knowledge, skills and abilities for work in an inclusive environment. The aim of the study to identify the main problems of thetraining of future teachers of physical culture for work with children in the context of inclusive education. To achieve the goal of the study, the following methods were used: analysis, synthesis and systematization of scientific literature data, studying of curricula for the preparation of bachelor's degree in physical culture. Results of work and key conclusions. The results of the conducted research indicate that there is no consensus on the structure of the training of future physical education teachers who would possess inclusive competencies and were ready to work with children with special needs. Proceeding from this, the refinement of the content and models of the training of physical education teachers and sports trainers for work in inclusive conditions will require further study.