Дистанційне навчання: чи впливає воно на підготовленість учителів фізичного виховання в прибережних зонах?
DOI:
https://doi.org/10.17309/tmfv.2022.3.06Ключові слова:
фізичне виховання, прибережні зони, дистанційне навчання, підготовленість, навчанняАнотація
Мета дослідження. Метою цього дослідження було визначити, чи впливає дистанційне навчання на підготовленість учителів фізичного виховання в прибережних зонах.
Матеріали та методи. У цьому дослідженні використовували експериментальний метод із планом дворазового попереднього та підсумкового тестування на одній групі. Учасниками дослідження були вчителі фізичного виховання 7–9 класів середніх шкіл у прибережних зонах (n = 60). Збір первинних даних для вимірювання підготовленості вчителів здійснювали за допомогою онлайн-опитування на тему підготовленості до проведення навчання, яке містило 41 запитання з рівнем достовірності 0,76 та надійності 0,91. Для збору вторинних даних використовували дослідження літератури.
Результати. Результати аналізу даних із використанням t-критерію Стьюдента для парних вибірок показали 0,754 > 0,01, указуючи на однакову дисперсію даних. Розглядаючи припущені рівні дисперсії, результат визначення рівня значущості показує, що 0,000 < 0,01 (довірчий інтервал = 99%), отже нульову гіпотезу (H0) відкидають. На підставі цих даних отримуємо, що із загального числа учасників дослідження 10 учителів, або 16%, готові проводити дистанційне навчання, 36 учителів, або 60%, не готові, а 14 учителів, або 24%, недостатньо підготовлені.
Висновки. Дистанційне навчання впливає на підготовленість учителів фізичного виховання в прибережних зонах. Вплив, про який ідеться в цій роботі, показує недостатню підготовленість учителів фізичного виховання в процесі реалізації дистанційного навчання. На підставі результатів дослідження рекомендується забезпечити підготовку вчителів до проведення навчання у віртуальному середовищі та їх належну підтримку для досягнення успішних результатів у дистанційному навчанні.
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González-Calvo, G., R. A. Barba-Martín, D. Bores-García, and V. Gallego-Lema. (2020). “Aprender a Ser Docente sin Estar en las Aulas: La COVID-19 Como Amenaza al Desarrollo Profesional del Futuro Profesorado.” International and Multidisciplinary Journal of Social Sciences 9(2), 152-177. https://doi.org/10.17583/rimcis.2020.5783
Koutaya, A. (2020). Distance learning of physical and sports education in the days of the Corona Virus. The Journal of Quality in Education, 10(16), 122-143. https://doi.org/10.37870/joqie.v10i16.230
Burki, T. K. (2020). “COVID-19: Consequences for Higher Education.” The Lancet Oncology, 21(6), 758.
https://doi.org/10.1016/S1470-2045(20)30287
Hortigüela-Alcalá, D., Hernando-Garijo, A., & Pérez-Pueyo, Á. (2021). Physical education in the COVID-19 context. A tale from teachers of different educational stages. Retos, 41, 764-774. https://doi.org/10.47197/RETOS.V41I0.86368
Calabuig-Moreno, F., González-Serrano, M. H., Fombona, J., & García-Tascón, M. (2020). The emergence of technology in physical education: A general bibliometric analysis with a focus on virtual and augmented reality. Sustainability (Switzerland), 12(7), 1-23. https://doi.org/10.3390/su12072728
Kirk, D. (2020). Precarity, Critical Pedagogy and Physical Education. New York: Routledge
Hordvik, M., A. MacPhail, and L. Tore Ronglan. (2019). “Negotiating the Complexity of Teaching: A Rhizomatic Consideration of Pre-Service Teachers’ School Placement Experiences.” Physical Education and Sport Pedagogy, 24(5), 447-462. https://doi.org/10.1080/17408989.2019.1623189
Richards, K. A., C. Iannucci, E. McEvoy, and A. Simonton. (2020). “The Professional Socialization Challenge: Teacher Education for a Preferable Future for Physical Education.” In School Physical Education and Teacher Education Collaborative Redesign for the 21st Century, edited by A. MacPhail and H. Lawson. Routledge Studies in Physical Education and Youth Sport, 125–143. London and New York: Routledge
MacPhail, A., & Lawson, H. (Eds.). (2020). School physical education and teacher education: Collaborative redesign for the 21st century. Routledge.
Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1875072
Schneider, S. L., & Council, M. L. (2021). Distance learning in the era of COVID-19. Archives of Dermatological Research, 313(5), 389-390. https://doi.org/10.1007/s00403-020-02088-9
Crawford, J., K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni, and S. Lam. (2020). “COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses.” Journal of Applied Learning & Teaching 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
Samadi, S., & Lestariningsih, D. S. (2018). Environmental education model in non-formal education at coastal community based on resilience and social ecological systems. In MATEC Web of Conferences (Vol. 197). EDP Sciences. https://doi.org/10.1051/matecconf/201819713024
Koesnandar, A. (2020). Development of Innovative Learning Models Based on Information and Communication Technology. Jurnal Teknologi Pendidikan, 8(1), 33. https://doi.org/10.31800/jtp.kw.v8n1.p33-61
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments. Routledge. https://doi.org/10.1080/10494820.2020.1813180
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research. Society for Research and Knowledge Management. https://doi.org/10.26803/ijlter.19.6.8
Firman, F., & Rahayu, S. (2020). Online Learning in the Midst of the Covid-19 Pandemic. Indonesian Journal of Educational Science (IJES), 2(2), 81-89. https://doi.org/10.31605/ijes.v2i2.659
Rashid, J. A., Aziz, A. A., Rahman, A. A., Saaid, S. A., Ahmad, Z., & Zainodin, W. H. W. (2020). The influence of mobile phone addiction on academic performance among teenagers. Malaysian Journal of Communication, 36(3), 408-424. https://doi.org/10.17576/JKMJC-2020-3603-25
Moorhouse, B. L. (2020). Adaptations to a Face-to-face Initial Teacher Education Course ‘Forced’ Online Due to the COVID-19 Pandemic. Journal of Education for Teaching, 1-3. https://doi.org/10.1080/ 02607476.2020.1755205
Wirawan, B., & Tambunan, J. R. (2018). Challenges on Java’s small city spatial planning. In IOP Conference Series: Earth and Environmental Science (Vol. 158). Institute of Physics Publishing. https://doi.org/10.1088/1755-1315/158/1/012054
Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2020). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability (Switzerland), 12(1). https://doi.org/10.3390/SU12010166
Tyan, P. H., Rahman, F. A., & Sarvestani, M. S. (2020). Teachers’ readiness in implementing and facilitating 21st century learning. Universal Journal of Educational Research, 8(1), 24-29. https://doi.org/10.13189/ujer.2020.081304
Barney, D., & Kahaialii, N. (2020). High School Physical Education and its Effect on Fitness Facility Participation After Graduation: A Case Study. Asian Journal of Physical Education & Recreation, 9-15. https://doi.org/10.24112/ajper.251915
Jeong, H. C., & So, W. Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17(19), 1-13. https://doi.org/10.3390/ijerph17197279
Fernández, M. & Espada, M. (2021). Knowledge, Education and Use of Teaching Styles in Physical Education. International Journal of Instruction, 14(1), 379-394. https://doi.org/10.29333/iji.2021.14122a
Welsh, R. O., & Swain, W. A. (2020). (Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education. Educational Researcher, 49(2), 90-100. https://doi.org/10.3102/0013189X20902822
Warren, C. A., & Venzant Chambers, T. T. (2020). The Imperative of Social Foundations to (Urban) Education Research and Practice. Educational Researcher, 49(5), 369-375. https://doi.org/10.3102/0013189X20923289
Kok, M., Komen, A., van Capelleveen, L., & van der Kamp, J. (2020). The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put. Physical Education and Sport Pedagogy, 25(1), 49-66. https://doi.org/10.1080/17408989.2019.1688773
Legowo, B., Kusharjanta, B., Sutomo, A. D., & Wahyuningsih, D. (2019). Increasing Competency 4C using The G-Suite Application for Education. International Journal of Active Learning, 4(2), 168-171.
Abidin, Z., Hudaya, A., & Anjani, D. (2020). The Effectiveness of Distance Learning During the Covid-19 Pandemic. Research and Development Journal of Education, 1(1), 131. https://doi.org/10.30998/rdje.v1i1.7659
Muhtar, T., & Dallyono, R. (2020). Character education from the perspectives of elementary school physical education teachers. Cakrawala Pendidikan, 39(2), 395-408. https://doi.org/10.21831/cp.v39i2.30647
McEvilly, N. (2022). What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK. Sport, Education and Society, 27(6), 662-675. https://doi.org/10.1080/13573322.2021.1901684
Irmansyah, Susanto, Lumintuarso, Sugiyanto, Syarif. (2021). Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives. International Journal of Human Movement and Sports Sciences, 9(5), 955-963. https://doi.org/10.13189/saj.2021.090517
Fiorilli, C., Buonomo, I., Romano, L., Passiatore, Y., Iezzi, D. F., Santoro, P. E., Pepe, A. (2020). Teacher confidence in professional training: The predictive roles of engagement and burnout. Sustainability (Switzerland), 12(16). https://doi.org/10.3390/SU1216634
Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. https://doi.org/10.1016/j.tate.2016.11.004
Susanto, Sukoco, Suharjana. (2020). The Aquares Model: Does it Have Impact on Improving Personal and Social Responsibility. Cakrawala Pendidikan, 39(3), 597-608. https://doi.org/10.21831/cp.v39i3.30385
Pribudhiana, R., Bin Don, Y., & Bin Yusof, M. R. (2021). Determining the influence of teacher quality toward teacher readiness in implementing Indonesian education policy. Eurasian Journal of Educational Research, 2021(93), 373-390.
https://doi.org/10.14689/EJER.2021.93.18
Savolainen, H., Malinen, O.-P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education, 26(9), 958-972. https://doi.org/10.1080/13603116.2020.1752826
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Опубліковано
2022-09-23
Як цитувати
Susanto, E., Mulyaningsih, F., Mujriah, M., Satriawan, R., & Sulfandi, S. (2022). Дистанційне навчання: чи впливає воно на підготовленість учителів фізичного виховання в прибережних зонах?. Теорія та методика фізичного виховання, 22(3), 338–345. https://doi.org/10.17309/tmfv.2022.3.06
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