This thesis is focused on managing and organizing the activities in a lesson of physical education at the 1. degree of primary school. The aim is to find out what teaching styles and principles teachers of physical education use, whether the teachers follow the recommended structure of a lesson and if they use the time in the lesson unit efficiently. KEY WORDS Physical education, teaching styles, teaching principles, lesson, efficiency, primary education

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate

DIPLOMOVÁ PRÁCE Učitel očima žáků na 1. stupni základní školy A teachear from the view of students of a primary school Michaela Pávová ABSTRACT The presented theses is focused on topics, which are connected with teaching styles or more precisely with the image of the techear from the view of students (of forth and fifth grade of primary school education). Theoretical part describes techear as a personality, his professional skills and teaching styles (approaches to students). Empirical part describes process and conclusions of research, in which students of forth and fifth grade of primary education czech system describe their ideal teacher. Children opinions are expressed by words and images as well. The results were processed by designed criterions KEYWORDS ideal teacher, teaching styles, pupil, teacher's skills, teacher's personality

Syftet med denna uppsats är att undersöka hur sex elever uppfattar sin undervisande lärares undervisningsstilar i idrott och hälsa. Studien fokuserar även på hur delaktiga eleverna får vara vid planering, genomförande och utvärdering av en lektion. I litteraturgenomgången har jag använt mig utav litteratur, forskning och Skolverket för att få en djupare bild av hur elevers erfarenheter ser ut av just undervisningsstilar. Jag har tagit utgångspunkt i Musska Mosstons elva olika undervisningsstilar. I denna kvalitativa fallstudie har semi-strukturerade intervjuer använts som metod för att forska kring undervisningsstilar. Sex intervjuer har genomförts med elever som går i årskurs nio. Det resultat som framkom genom studien var att reproduktiva undervisningsstilar är mest förekommande i planeringsstadiet. I genomförandefasen av en lektion är det mer produktiva stilar som blir framträdande samt att i utvärderingsfasen av en lektion så är det mer reproduktiva stilar som används för dessa elever. / The aim of this study is to investigate students perceptions about teaching styles in physical education. The study’s focus is also how involved students are within the pre-impact phase, the impact phase and the post-impact phase. When I have been searching for information, I have been using literature, research and Skolverket to get a deeper picture of how students perceptions are about teaching styles, you can read about this in the literature review. In this study, as starting point I have taken Musska Mosston’s eleven different teaching styles.  In this study, I have used qualitative semi-structured interviews with six students about teaching styles. The interviewed students are going in the ninth grade.  The result of this study is that when pre-impact, the reproductive teaching styles is more prominent. When impact, productive teaching styles is more dominant. When post-impact of a lesson, reproductive teaching styles is more dominant for these students.

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The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>

<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>

Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active learner participation in the learning process is necessary for effective learning to take place. Only then can the desired outcome be reached. For a learner to actively participate in the learning process, the learner must know how to learn, and how to function as an independent learner. To reach these goals, sound knowledge of individual differences in learning styles is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updating or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning styles, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through inductive and deductive reasoning, the Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning styles and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education.