المؤلفون: Rukavina, Paul, Langdon, Jody L., Greenleaf, Christy, Jenkins, Jayne

المصدر: Department of Health Sciences and Kinesiology Faculty Publications

مصطلحات موضوعية: goal orientations, obesity bias, pedagogy, diversity, physical education 1. Introduction Given the increase of cultural and ethnic diversity in the classroom, teacher educators are presented with the challenge of preparing pre-service teachers to positively interact with K-12 students who vary in terms of culture and ethnicities (Burden, Hodge, & Harrison, 2012). One concern is that many pre-service teachers enter physical education teacher education (PETE) programs having limited exposure to students who are different than themselves (Burden, O'Bryant, 2004). Whether they are aware of their beliefs and values, they belong to social and cultural communities that form personal, social and cultural identities as well as their attitudes, beliefs, and values. These beliefs and attitudes, in turn, influence the interactions and pedagogies that teachers choose to incorporate (Graybill, 1997). Diversity in the physical education (PE) classroom, however, goes beyond ethnic and cultural differences. Preservice teachers are being required to plan lessons that differentiate and individualize instruction for K-12 students that vary in physical abilities, body shapes and sizes, and preferences for different physical activities. If the goal of PE is to promote physical activity engagement that results in healthy active lifestyles for all students, it is important that teachers understand, Kinesiology, Medicine and Health Sciences

Relation: https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/117; http://www.sports-media.org/index.php/jtrm-in-kinesiology/35-diversity-attitude-associations-in-pre-service-and-in-service-physical-education-teachers/file

الاتاحة: https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/117
http://www.sports-media.org/index.php/jtrm-in-kinesiology/35-diversity-attitude-associations-in-pre-service-and-in-service-physical-education-teachers/file

المؤلفون: Rukavina, Paul, Langdon, Jody L., Greenleaf, Christy, Jenkins, Jayne

المصدر: Health and Kinesiology Faculty Publications

مصطلحات موضوعية: goal orientations, obesity bias, pedagogy, diversity, physical education 1. Introduction Given the increase of cultural and ethnic diversity in the classroom, teacher educators are presented with the challenge of preparing pre-service teachers to positively interact with K-12 students who vary in terms of culture and ethnicities (Burden, Hodge, & Harrison, 2012). One concern is that many pre-service teachers enter physical education teacher education (PETE) programs having limited exposure to students who are different than themselves (Burden, O'Bryant, 2004). Whether they are aware of their beliefs and values, they belong to social and cultural communities that form personal, social and cultural identities as well as their attitudes, beliefs, and values. These beliefs and attitudes, in turn, influence the interactions and pedagogies that teachers choose to incorporate (Graybill, 1997). Diversity in the physical education (PE) classroom, however, goes beyond ethnic and cultural differences. Preservice teachers are being required to plan lessons that differentiate and individualize instruction for K-12 students that vary in physical abilities, body shapes and sizes, and preferences for different physical activities. If the goal of PE is to promote physical activity engagement that results in healthy active lifestyles for all students, it is important that teachers understand, Kinesiology, Medicine and Health Sciences, edu, socio

Relation: https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/117

الاتاحة: https://digitalcommons.georgiasouthern.edu/health-kinesiology-facpubs/117