Vol. 45 No. 2 (2023): Education and continuing professional development of physical education teachers – structures, challenges and current research tendencies

Editorial

Education and continuing professional development of physical education teachers – structures, challenges and current research tendencies

Christelle Hayoz, Ilaria Ferrari, Matthias Baumgartner

98-100
- PDF

Thematic contribution

Training PE teachers or promoting sport sciences? The ‘initial’ training of physical education teachers in Switzerland between federalism, universitarisation and sportivisation (1972-1995)

Grégory Quin

101-111
- PDF (Français)
Pre-service training in secondary education and in-service training leading to a diploma in primary education in physical education in Geneva: What teaching tradition(s)?

Benoît Lenzen

112-123
- PDF (Français)
Subject-specific professional knowledge and skills of PE teachers

Matthias Wittwer, Roland Messmer, Sonja Büchel

124-137
- PDF (Deutsch)
The relevance of content-related interest and professional development behavior for the professional knowledge of physical education teachers

Sonja Büchel, Felix Kruse, Christian Brühwiler

138-150
- PDF (Deutsch)
From knowledge to performance in physical teacher education: A Delphi study and a pretest for the content validation of the test instruments

Matthias Baumgartner, Eric Jeisy, Clemens Berthold

151-163
- PDF (Deutsch)
Health-related professional competence of physical education teachers: Narrative review and heuristic model

Julia Lohmann, Julia Hapke, Clemens Töpfer

164-177
- PDF
The professional development of physical education student trainees at the articulation of didactic and meta-didactic systems

Fabienne Brière

178-189
- PDF (Français)
The activity of Physical Education Trainee Teachers across emotionally significant situations experienced on school placement

Magali Descoeudres

190-201
- PDF (Français)
Assessment of teaching and learning quality in physical education – Validation of the QUALLIS instrument

Christian Herrmann, Benjamin Niederkofler, Harald Seelig

202-219
- PDF (Deutsch)

Review

Marty, A. (2022). Kooperation von Regellehrpersonen und Sonderpädagog*innen in Kindergärten und Primarschulen. Rekonstruktion Subjektiver Theorien. Waxmann. 262 S.

Boris Eckstein

220
- PDF (Deutsch)
Gräber, S. (2023). Erziehen ohne Strafen. Zur Kritik der pädagogischen Strafforschung. Waxmann. 119 S.

Jakob Humm

221
- PDF (Deutsch)
Fuhrmann, L. (2022). Hausaufgaben im Unterricht. Ethnographie eines schulischen Entgrenzungsphänomens. Klinkhardt. 272 S.

Britta Lübke

222-223
- PDF (Deutsch)
Lorenzoni, F. (2023). Educare controvento. Storie di maestri e maestre ribelli. Sellerio. 356 p.

Lara Magrini

224-225
- PDF (Italiano)
Marcel, J.-F., Piot, T., & Tardif, M. (Dir.) (2022). 30 ans de politiques de professionnalisation des enseignants. Regards internationaux. Presses Universitaires du Midi. 306 p.

Manuel Perrenoud

226-227
- PDF (Français)

Vol. 45 No. 2 (2023): Education and continuing professional development of physical education teachers – structures, challenges and current research tendencies

Editorial

Education and continuing professional development of physical education teachers – structures, challenges and current research tendencies

Thematic contribution

Training PE teachers or promoting sport sciences? The ‘initial’ training of physical education teachers in Switzerland between federalism, universitarisation and sportivisation (1972-1995)

Pre-service training in secondary education and in-service training leading to a diploma in primary education in physical education in Geneva: What teaching tradition(s)?

Subject-specific professional knowledge and skills of PE teachers

The relevance of content-related interest and professional development behavior for the professional knowledge of physical education teachers

From knowledge to performance in physical teacher education: A Delphi study and a pretest for the content validation of the test instruments

Health-related professional competence of physical education teachers: Narrative review and heuristic model

The professional development of physical education student trainees at the articulation of didactic and meta-didactic systems

The activity of Physical Education Trainee Teachers across emotionally significant situations experienced on school placement

Assessment of teaching and learning quality in physical education – Validation of the QUALLIS instrument

Review

Marty, A. (2022). Kooperation von Regellehrpersonen und Sonderpädagog*innen in Kindergärten und Primarschulen. Rekonstruktion Subjektiver Theorien. Waxmann. 262 S.

Gräber, S. (2023). Erziehen ohne Strafen. Zur Kritik der pädagogischen Strafforschung. Waxmann. 119 S.

Fuhrmann, L. (2022). Hausaufgaben im Unterricht. Ethnographie eines schulischen Entgrenzungsphänomens. Klinkhardt. 272 S.

Lorenzoni, F. (2023). Educare controvento. Storie di maestri e maestre ribelli. Sellerio. 356 p.

Marcel, J.-F., Piot, T., & Tardif, M. (Dir.) (2022). 30 ans de politiques de professionnalisation des enseignants. Regards internationaux. Presses Universitaires du Midi. 306 p.

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