This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.

中文翻译：

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培养职前体育教师的适应性教学能力

本研究探讨了职前教师（PST）如何在体育教育学入门课程中培养同龄人的适应性能力，该课程以旨在提高适应性教学能力的教学周期为基础。两个指导性研究问题是：(a) PST 在同伴教学中做出的调整总数是多少？ (b) PST 在同伴教学中遗漏的内容 (MC) 总数是多少？我们使用描述性分析研究来评估 22 个 PST 的教学数据。该课程包括不同的教学策略（例如讨论教学场景、重复教学和反思教学）来培养适应能力。通过与 PST 的教学计划进行比较，使用三个编码变量（添加的改编、改编校正和 MC）对总共 85 个教学视频进行了分析。描述性分析表明，所有 PST 都能够在五周的时间内做出实质性和一致的教学调整。 MC 的量在五周内有所减少。这项研究表明，旨在提高适应性教学能力的教学周期可以有效帮助 PST 适应其教学。仅仅为 PST 提供教学或重复教学的机会不足以培养适应能力。有意识地整合教学策略对于为 PST 提供有效的教学技能和知识至关重要，并帮助他们通过持续的反馈和反思将理论与实践联系起来。