A Study of “Collaborative Teaching Research” to Promote the Development of the Physical Education Teachers’ Teaching Ability

Abstract

Under the background of the “Double Reduction” policy and the orientation of core competencies, the systematic improvement of physical education teachers’ teaching abilities has become an important aspect of basic education reform. Collaborative teaching research, as a collaborative research mechanism characterized by cooperation, resource sharing, and mutual reflection, is gradually demonstrating its unique value in promoting the professional development of physical education teachers. This study, based on the perspective of narrative research, examines the development trajectory of physical education teachers from “experience isolation” to “collaborative construction of concepts,” from “individual efforts” to “collaborative research and progress,” and from “teaching implementers” to “teaching researchers.” It focuses on three dimensions: the “path of conceptual awakening,” the “path of collaborative practice,” and the “path of reflective improvement.” The aim is to provide practical pathways and theoretical support for the reform of physical education teaching.