In order to train excellent physical education teachers, promote the reform of school physical education and speed up to train sports talents at all levels, we research and analyze the status and development of teacher continuing education, construct the theoretical system framework of the teacher continuing education in the physical education institutes based on the theoretical analysis, exploration, and analyzing the major factor of teacher continuing education, combining the current status of the continuing education in physical education institutes to sketched out the basic framework for the continuing education in physical education institutes, thus ensure the systematic development of the continuing education in physical education institutes.
The professional development of the teacher professional in the physical education institutes is the process of the continuous development and continuous improvement in the process of specialization of individual of physical education teachers and the process of promoting professional competence growth on the premise of the continuous accept new knowledge. If new teachers in departments and institutes of p.e. want to be professional with specialization of high degree, they need to expand the breadth and depth of their professional knowledge. For improving the professional quality of the teachers in departments and institutes of p.e., complete and detailed pre-employment training is important, but the continuing education after the entering the teaching profession of the teachers in departments and institutes of p.e. can promote their self-directed learning activities and fully meet the special needs of their professional growth and development of the teachers in departments and institutes of p.e. from the concept of lifelong learning
This case describes the implementation of an online undergraduate course in educational writing, and reviews literature on undergraduate composition; e-learning and dropout risks; and online writing instruction including programs at Texas Tech University, the University of Minnesota, and the University of Texas at El Paso. This case relies on interviews with the professor, instructional designer, chief learning officer, and teaching assistant. Prompted by the university e-learning provider, a professor and instructional designer created an 8-lesson online writing course called Educational Communication using videos, PDFs and online exercises, reading comprehension and graded writing assignments, and an in-person final exam. The designer enforced deadlines, and helped structure and simplify content, and the professor pushed for new techniques and interaction. Developed in 2008, the course was completed while students were enrolled, and served 483 students over nine semesters. Enrolments are lower (and dropouts higher) than other university e-learning due to a heavier workload. The initial teaching assistant experienced demands for reassurance, a need to norm grading, and plagiarism. The professor enjoyed meeting students by email, online chats, and at the final exam but felt distanced when asked for recommendations. The course has yet to recover development costs. The professor wishes to revise the course to focus on education.
