Читать книгу Betreuung selbständigen Lernens im Sportunterricht - Jonas Wibowo - Страница 3

This research report took its origin in the interest to gain knowledge about how teacher facilitate autonomous learning processes of students in physical education. The focus of the study was to point out structures structures, which systematize the teacher action in relation to the actions of the students.

The research question originates from a complex and challenging profile for teachers who try to facilitate autonomous learning processes. On the one hand the teacher should help students to make progress in solving movement-based problems, on the other hand these problem solving processes should take place in a way that ensures that students share the highest possible amount of responsibility for these processes. Demands like this one – among others, like developing democratic values – are inter alia derived from the discourse of an erziehender Sportunterricht (Prohl, 2010).

As a result of this investigation, the study presents a possible answer to the posed question in a model which structures the teacher actions in consideration of (1) the adaption to the structure of problem solving processes and (2) the potential amount of responsibility that can be shared by the students. Related to the aims of physical education mentioned above – progress with regard to contents and autonomy / full responsibility for the problem solving process – it is believed, that adapted teacher action leads to more content related progress and the highest possible amount of shared responsibility regarding the capabilities to a certain time.