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      The (virtual) teaching of physical education in times of pandemic

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          Abstract

          This study analyses the factors that affect the pedagogical practice and the consideration of the subject of physical education (PE) for a group of students in initial training to become teachers, with the intention of (a) discovering what feelings the COVID-19 pandemic arouses in the future teachers when having to teach physical education virtually, (b) investigating the advantages and disadvantages of the virtual teaching of PE during the pandemic, and (c) finding out how the pandemic has changed their perception towards the teaching of PE and their passion for teaching. Twelve future teachers (four women and eight men), who were completing a practicum during their last year at university, participated in the study. A qualitative methodology was employed, in which data were obtained through individual online interviews and online focus groups. The data were analysed using a thematic content analysis and a constant comparison method. The results show, among other aspects, that future teachers understand that the teaching of PE has to be carried out face-to-face in order not to lose its meaning, that there are implicit shortcomings in the virtual teaching model, and that there is a greater probability of suffering from teacher stress and disenchantment with the profession when following an online teaching methodology. The results can be used to foster a critical dialogue regarding the difficulty faced by PE teachers today, at a crucial moment when the political, social and cultural aspects surrounding it are changing.

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          Teacher Wellbeing: The Importance of Teacher–Student Relationships

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            Is Open Access

            Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

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              Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?

              Highlights • Makes visible children’s basic education as a significant area of concern for information management research. • Empirically explores digital transformation of the basic education of the young generation initiated by the COVID-19 pandemic. • Reveals a variety of digital divides emerging and being reinforced as well as barriers to digital transformation encountered. • Argues we can offer a valuable contribution to children’s basic education and teacher education through our expertise on digital transformation.
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                Author and article information

                Contributors
                (View ORCID Profile)
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                Journal
                European Physical Education Review
                European Physical Education Review
                SAGE Publications
                1356-336X
                1741-2749
                July 12 2021
                : 1356336X2110315
                Affiliations
                [1 ]University of Valladolid, Spain
                [2 ]University of León, Spain
                [3 ]University Rey Juan Carlos, Madrid, Spain
                [4 ]University of Burgos, Spain
                Article
                10.1177/1356336X211031533
                3c55ec2e-333f-47b4-9142-ca2d0f300cca
                © 2021

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