title: Physical education student teachers in their year of induction
title: Ð¤Ð¸Ð·Ð¸ÑÐµÑÐºÐ¾Ðµ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¾Ð² Ð² Ð¿ÐµÑÐ¸Ð¾Ð´ Ð½Ð°ÑÐ°Ð»Ð° Ð¸Ñ ÑÐ°Ð±Ð¾ÑÑ Ð² ÑÑÐµÐ±Ð½ÑÑ Ð·Ð°Ð²ÐµÐ´ÐµÐ½Ð¸ÑÑ
Creators: name: Rosenblum, Hily
name: "Ð¡Ð¿Ð¾ÑÑ, ÑÐµÐ»Ð¾Ð²ÐµÐº, Ð·Ð´Ð¾ÑÐ¾Ð²ÑÐµ", Ð¼ÐµÐ¶Ð´ÑÐ½Ð°ÑÐ¾Ð´Ð½ÑÐ¹ Ð½Ð°ÑÑÐ½ÑÐ¹ ÐºÐ¾Ð½Ð³ÑÐµÑÑ
Publisher: name: ÐÐÐÐÐ¢ÐÐ¥-ÐÐ ÐÐ¡Ð¡
Year: 2023
Subjects: teachersâ professional development
emotions
physical education teachers
practicum stage
Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ðµ Ð¿ÑÐ¾ÑÐµÑÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾Ðµ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ðµ
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Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ°Ñ Ð¿ÑÐ°ÐºÑÐ¸ÐºÐ°

description: This presentation emerged from the premise that sport has Ð°n educational dimension therefore adults teaching and coaching have a responsibility to meet their studentsâ individual and complex needs wherever feasible. There is a need for professional development programs for educators aiming to achieve this educational approach. We present a study on an original professional development program, referred to as `Lovecircles` aiming at filling this gap of knowledge. `Lovecircles` is grounded in holistic-humanistic theories and views emotions as an integral part of educators overall growth, essential for creating an atmosphere of trust with the pupils and for conducting empathic and respectful teacher-pupil dialogue. The present study aims to respond to challenges faced by Physical Education teachers at their practicum stage. This is an evaluative phenomenological study focusing on the experiences and perceptions of the participants. The study evaluates the impact of the `Lovecircles` approach on 30 Physical Education teachers at their practicum stage as part of an event analysis course. The research tools are reflective tasks, art creations, videos, and still photographical observations. The study includes five stages: documentation of a challenging teaching event focusing on body sensation, emotions and thoughts; documentation of a challenging dialogue of teacher and student focusing on group activities; reflection on the challenging dialogue based on art activities focusing on metaphors; reflective observation of the challenging dialogue focusing on video; and analysis of challenging dialogue in teaching focused on practical insights. Results indicate that participants developed awareness of the role of emotions in Physical Education teaching and developed expressions of emotions through a variety of teaching methods including simulations. The research has a global relevance through its readily transferable strategies, and may influence Physical Education teacher education programs.
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