Challenges faced by preservice and novice teachers in implementing student-centred models. A systematic review.

Autor/inn/en	Silva, Rita; Farias, Cláudio; Mesquita, Isabel
Titel	Challenges faced by preservice and novice teachers in implementing student-centred models. A systematic review. Gefälligkeitsübersetzung: Herausforderungen für Lehramtsstudierende und angehende Lehrkräfte bei der Umsetzung schülerzentrierter Modelle. Eine systematische Literaturanalyse.
Quelle	In: European physical education review, 27 (2021) 4, S. 798-816Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X21995216
Schlagwörter	Verhalten; Kooperation; Lehrer; Modell; Verhalten; Schülerorientierter Unterricht; Schulsport; Sportunterricht; Sportpädagogik; Spielfeld; Lehrer; Lehrerausbildung; Schülerorientierter Unterricht; Schulsport; Spielfeld; Sportpädagogik; Sportunterricht; Kooperation; Literaturübersicht; Modell
Abstract	The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students' cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/3