| Teachers are the main body of educational reform and development,and their comprehensive quality and competence level are the key to the success or failure of our educational reform.As an important subject in school education,the prerequisite for its high-quality development is that physical education teachers at all levels have the professionalism to match.However,the professional development of physical education teachers cannot be achieved without an excellent learning organization,an organization that is a remarkable catalyst for improving teachers’ motivation,creativity and promoting all aspects of their development.In order to adapt to the reform of teacher education and to develop a high-quality teaching force,learning organizations,mainly in the form of master teacher workshops,have rapidly developed and grown to become one of the most important organizations for promoting teachers’ professional development.Compared with traditional training,master teacher studios are more flexible and play an important role in sharing learning resources,promoting experience exchange among teachers,and organizing teachers’ continuing education and professional development.This study focuses on the promotion of teacher professional development by renowned sports teacher studios,with Zhongyuan Famous Teacher H High School Sports Studio as the research object.The learning organization theory is used as the theoretical foundation,and the focus is on using semi-structured interview and coding analysis methods in qualitative research.Seven core members are selected as the interviewees for in-depth interviews.By referring to the Professional Standards for Secondary School Teachers(for Trial Implementation)issued by the Ministry of Education in 2012,three dimensions of professional philosophy,professional competence and professional knowledge were used as the first level dimensions.In the process of coding,it was found that physical education teachers also had many constructs in professional leadership,and then combined with existing studies,they were also set as the first-level dimensions.Thus,the first-level dimensions of the PE teachers’ professional development structure were 4 aspects of professional philosophy,professional competence,professional knowledge,and professional leadership,respectively.The audio interviews were transcribed into text and then coded at three levels using Nvivo 12.0 software to explore the current status,performance,and training activities of the master teacher workshops in enhancing the professional development of physical education teachers,and to make recommendations by analyzing the dilemmas encountered by the workshops in promoting teachers’ professional development.Research conclusion:(1)After summarizing the frequency through three-level coding,it can be concluded that: professional ability(144)>professional philosophy(100)>professional leadership(68)>professional knowledge(32).Professional abilities include teaching ability,scientific research ability,and reflective ability;Professional philosophy includes teaching philosophy,teaching attitude,and professional attitude;Professional guidance includes both internal and external guidance within the studio;Professional knowledge refers to teaching knowledge in the field of physical education.(2)The professional philosophy of physical education teachers is manifested as follows: the teaching philosophy has gone from "achieving results" to "putting health first" and then to "educating people through moral education";The teaching attitude has shifted from "indifferent" and "contentless" to "diligent and responsible" and "rich in content";Career attitude has shifted from "developmental fatigue" to "spiritual pursuit".Professional ability performance: Teaching ability has improved in terms of winning basic skills competitions and high-quality courses;The research ability has improved in terms of obtaining project achievement awards,project research,and paper publication;Reflection ability has been improved in teaching reflection and self reflection.Professional knowledge performance: I have improved my teaching knowledge in the field of physical education.Professional leadership performance: The internal leadership of the studio leads and enhances the formation of a team and leads with the old to lead the new;The external leadership of the studio has been enhanced in delivering teaching to the countryside and influencing surrounding teachers.(3)The training activities of the Sports Master Studio are practical,reflective,and leading activities.From the perspective of activity types,practical activities have improved all four dimensions of teacher professional development;From the perspective of teacher professional development,professional abilities have been improved in various types of activities.(4)The mechanism dilemma of sports master studios lies in four aspects: weak policy support,vague organizational management,solidified training and cultivation,and lack of assessment and evaluation;The main dilemma lies in four aspects: conflicting participation time,insufficient expert guidance,weak team cooperation awareness,and limited regional coverage.(5)Sports master studios should strengthen policy support,improve guarantee mechanisms,establish reward mechanisms,and improve evaluation mechanisms in terms of mechanisms.In terms of the subject,combined with the theory of learning organization,a common vision should be established,reflecting the guidance of physical education teachers’ professional development and paying attention to the actual demands of all members’ professional development;Forming systematic thinking,strengthening members’ professional identification,and innovating team training activities;Improve mental models,develop habits of deep reflection,and establish reflective themes;Organize team learning,establish internal teams based on individual strengths,and create regional alliances for sports master studios;Realize self transcendence,cultivate members to learn to establish crisis awareness,and establish common goals for members based on crisis awareness.Research recommendations:(1)Government level: The government should increase the policy support and implementation efforts,formulate policies that clearly reduce the teaching workload of the facilitators and members,and the policies should have clear provisions on the reduced teaching workload.The government should strengthen support for the title evaluation policy and make it clear that members of the PE Master Studio enjoy the right of priority recommendation under the same conditions in the selection activities of provincial and municipal backbone teachers,master teachers and titles.(2)School level: Schools should fully support the work related to the Master Teacher Studio,give PE teachers the same professional development opportunities as teachers of other subjects,and create a good atmosphere for professional development.Reduce the unnecessary administrative work of the studio facilitators and members so that they have sufficient time to organize or participate in the training activities of the studio.(3)Master teacher studio level: the studio should increase the radiation and give full play to the leading and driving role.It should also improve the operation mechanism,guarantee mechanism,reward mechanism and evaluation mechanism,etc.The chairperson should lead all members to: set up a goal-oriented approach to indicate the direction of development;innovate training activities to break through development bottlenecks;establish professional groups to strengthen summary and reflection;and create regional alliances to form joint linkages.(4)At the level of individual physical education teachers: young teachers should strengthen their professional identity and maintain their subjective initiative;form the habit of deep reflection and accumulate experience and wisdom.Older teachers should relieve their own burnout and develop their own spiritual pursuit;always establish a sense of crisis and carry out comprehensive self-transcendence. |
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