Study On Transformative Learning Of Young Physical Education Teachers In Colleges And Universities

At present,the rise of knowledge economy and the rapid development of information technology are triggering a profound change,including in the field of education.Facing the complex and changing professional environment,only through continuous and active learning and self-reflection can physical education teachers cope with various changes that have happened and will happen,and realize the coordinated development of individuals and society.It can be seen that the continuous deepening of education reform in the new situation has put forward higher requirements for the professional development of physical education teachers.However,currently young physical education teachers in colleges and universities are facing serious difficulties in survival and development.Only by changing their learning methods,reconstructing their belief systems,and deepening their understanding and coping ability,can their professional development break through.The so-called transformational learning is a kind of deep and qualitative learning theory from the critical perspective.Its essence is the process in which individuals constantly question,adjust and revise their own inherent meaning system through critical reflection,and rebuild a new meaning system that can better guide practice.The emergence of western transformative learning theory not only can point the way for the learning and development of young physical education teachers in colleges and universities,it also pays more attention to the deep learning and development of individual teachers.This theory has created a new era of theory and practice of physical education teachers' education development with humanism as the core.Based on this,this study takes Mezirow's transformational learning theory as the main axis,selects 14 teachers from 32 young physical education teachers in Colleges and universities,and finally determines the transformational learning experience of 9 young physical education teachers in Colleges and universities as the case,and takes the qualitative research method as the main research paradigm,based on these young teachers' practical dilemma,comprehensively using in-depth interviews and real-world analysis methods to walk into the real world of young physical education teachers in colleges and universities,explore the vivid and rich life stories behind their growth process,describe and analyze the overall process,specific stages and influencing factors of these teachers' transformational learning in detail in combination with their personal characteristics,in order to perfect and enrich the transformational learning theory and teacher professional development theory under the background of China,strengthen the identity recognition of physical education teachers,guide physical education teachers to develop in depth,and finally realize the integration and unity of personal development,professional world and social life of physical education teachers.Through research,this article mainly draws the following conclusions.(1)The transformational learning of young physical education teachers in Colleges and universities refers to the learning process of young physical education teachers in Colleges and universities to constantly review,adjust and revise their original reference framework,so as to establish a new and more inclusive,discernible and reflective reference framework to better guide the learning process of practice.(2)The transformational learning content of nine young college physical education teachers is diverse,and covers seven dimensions of teaching,students,scientific research,training,interpersonal communication,career development and life.These transformational learning experiences involve the change of teachers' specific views and belief systems to varying degrees.They often appear in the mid-term.Most of them are based on informal individual learning activities.The learning status is mostly active,and most of them appear in a gradual form.The conversion can only be completed at a certain stage.In addition,most of the contents of these physical education teachers' transformative learning experiences are closely related to physical education professional knowledge and skills,teacher-student interaction and professional nature,which highlights the professional characteristics of physical education teachers in Colleges and universities,such as "focusing on professional knowledge and sports skills" and "more frequent communication with students".(3)Different from Mezirow's "four stages" model,the transformative learning process of this group of teachers has gone through five stages: triggering event,teacher reflection,dialogue and communication,teacher action,and transformation result.It has shown some local characteristics of Chinese society in each specific stage,which are specifically manifested in the richness and individual differences of triggering events,the profoundness and criticality of teacher reflection,the interactivity and constructivity of dialogue and communication,the lack and inadequacy of teacher actions,and the complexity and diversity of conversion results.In addition,the occurrence of these five stages does not strictly follow a simple linear development process,and they occur repeatedly and cross each other.(4)Individual,interpersonal and situational factors will have an important impact on the transformative learning of young physical education teachers in colleges and universities,and some of these factors reflect the imprint of traditional Chinese culture.Among the individual factors,teachers' strong initiative personality,accumulated rich experience,high sense of self-efficacy,positive emotion,moderate negative emotion and various opportunities in the stage of career development all play a positive role.The interpersonal factors in Teachers' professional circle and life circle mainly show positive promotion.Among the situational factors,organizational atmosphere is the biggest obstacle,but the evaluation system and the culture of seeking common ground play a positive role.(5)Based on the experience,process and influencing factors of the transformative learning of the young physical education teachers in colleges and universities,this paper constructs the theory of the transformative learning of the young PE teachers in colleges and universities in China,which mainly includes the connotation reshaping,the value orientation,the main characteristics and the significance direction.On this basis,it puts forward the theoretical framework of the transformative learning of the young physical education teachers in colleges and universities in line with the local characteristics of China and the group of teachers In order to clearly show the specific elements of transformational learning and the relationship between them.Compared with Mezirow's transformational learning process model,the framework not only retains the important stage of its classic discussion,but also expands and improves it in a localized way,which can provide reference and reference for the research of transformational learning of different groups in the local environment of China in the future.