ABSTRACT

Background

There is continual support for teacher educators to play a more significant role in equipping teachers with the skills necessary to undertake practitioner research (Ellis, N., and T. Loughland. 2016. “The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW.” The Australian Journal of Teacher Education 41 (2): 122–136). However, there is noticeably less literature reporting the means through which pre-service teachers (PSTs) are introduced, and provided the opportunity, to experience practitioner research with a view to becoming practitioner researchers once they become qualified teachers.

Purpose

The focus for this paper is on considering the perceptions to which a chosen enactment of practitioner research in a Physical Education Teacher Education (PETE) programme prepares PSTs to understand, appreciate and experience practitioner research. The paper shares how one specific PETE practitioner-research module scaffolds learning and associated assessment tasks that align with PSTs’ school placement block.

Method

Four focus groups (17 PSTs) were conducted to capture the PSTs’ understanding, appreciation, and experience of practitioner research.

Findings

The findings highlighted how the module had extended PSTs’ understanding of research through the process of accessing, interpreting, and seeking assistance with conducting research. The pedagogical practices employed allowed PSTs to understand research, how research informs practice and, in turn, the expected role of the practitioner researcher. Challenges identified by the PSTs included: (i) a lack of time outside of the module to further engage with practitioner research; (ii) accessing relevant research; and (iii) readability of some research. Interestingly, the PSTs shared some hesitancy in the feasibility of enacting a strong practitioner researcher persona when the time came for them to enter teaching as qualified beginning teachers.

Conclusion

This paper highlights one-way PSTs can be encouraged and supported to apply research to their work as teachers and immediately in the planning priorities for school placement. Such an infrastructure supports the importance of integrating research and teaching, with PSTs provided a daily opportunity throughout the school placement block to understand, change and improve their practice in a principled and informed way.

中文翻译：

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准备职前体育教师作为从业者研究人员

摘要

背景

人们不断支持教师教育工作者发挥更重要的作用，使教师具备进行从业者研究所需的技能（Ellis, N. 和 T. Loughland。2016 年。“从业者研究的挑战：新加坡和新加坡的比较研究新南威尔士州。”澳大利亚教师教育杂志41 (2): 122–136)。然而，关于如何引入职前教师 (PST) 并提供机会来体验从业者研究以期在他们成为合格教师后成为从业者研究人员的方式的文献明显较少。

目的

本文的重点是考虑在体育教师教育 (PETE) 计划中选择的从业者研究制定使 PST 准备理解、欣赏和体验从业者研究的看法。该论文分享了一个特定的 PETE 从业者-研究模块如何支持与 PST 的学校安置区相一致的学习和相关评估任务。

方法

进行了四个焦点小组（17 个 PST）以获取 PST 对从业者研究的理解、欣赏和经验。

发现

调查结果强调了该模块如何通过访问、解释和寻求开展研究的帮助的过程扩展了 PST 对研究的理解。所采用的教学实践使 PST 能够理解研究、研究如何为实践提供信息，进而了解从业者研究人员的预期作用。PST 确定的挑战包括：(i) 在模块之外没有时间进一步参与从业者研究；(ii) 获取相关研究；(iii) 一些研究的可读性。有趣的是，当 PST 作为合格的初级教师进入教学领域时，他们对扮演强大的从业者研究者角色的可行性持一些犹豫态度。

结论

本文强调可以鼓励和支持单向 PST 将研究应用到他们作为教师的工作中，并立即在学校安置的规划优先事项中应用。这样的基础设施支持整合研究和教学的重要性，PST 每天为整个学校安置区提供机会，以有原则和知情的方式理解、改变和改进他们的实践。