Exploring context specific teacher efficacy in senior secondary (VCE) physical education teachers

This paper examines the areas where administrative support are offered by physical education teachers and sports coaches in the discharge of their duties. The paper also analyzes how the administrative support is being offered. It is hoped that such all awareness will make them conscious of the need for them to be effective. Dynamic and creative as physical education teachers and sports coaches. The paper discusses the position of Physical Education in the country's educational policy as recommended by Ghana Education Review Committee of1994 which made the subject a non-externally examinable subject. The paper suggests that the subject should be made a core subject at all levels and an externally examinable subject at Senior Secondary Certificate Examination level. It is concluded that if adequate and genuine administrative support is offered and the subject is made a core and an externally examinable subject it will be more appreciated and a better awareness of its usefulness will be enhanced.

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Reconceptualizing Teacher Identity: Teachers’ Becoming in the Dynamic Complexity of Teaching Situations

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0100 ◽

2020 ◽

pp. 1-12

Author(s):

Romana Puchegger ◽

Toni Bruce

Keyword(s):

Physical Education ◽

Teacher Identity ◽

Best Practice ◽

Fluid Dynamic ◽

Physical Education Teachers ◽

Dynamic Complexity ◽

Health And Physical Education ◽

Perspective Drawing ◽

Specific Teaching ◽

Context Specific

Research in physical education often focuses on how to improve the education of teachers and the achievement of students, based on an assumption of a relatively stable teacher identity. The focus of this study is to unsettle this perspective, drawing on complexity thinking and the concept of becoming to reconceptualize teacher identity as a fluid, dynamic identity performance that depends on multiple levels of interacting elements in teachers’ contexts, and significantly challenges the concept of being embedded in ideas of “best practice.” The results of an in‐depth qualitative study with seven health and physical education teachers showed that each teacher performed an adaptive multiplicity of self that responded to constraints in each moment of context‐specific teaching. The results suggest the need for a reconceptualization of teacher identity that understands it as comprised of many different performances of “teacher” and expressed in context‐specific moments of teacher becoming.

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Physical Education Teachers

10.1093/oso/9780190638054.003.0040 ◽

2017 ◽

Author(s):

Jeffrey J. Martin

Keyword(s):

Physical Education ◽

Teacher Efficacy ◽

Children With Disabilities ◽

Perceived Competence ◽

Physical Education Teachers ◽

Support Personnel ◽

Peer Tutors ◽

Positive Attitudes ◽

Experience Teaching ◽

Attitudes Toward Teaching

As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.

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The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i6.5217 ◽

2020 ◽

Vol 15 (6) ◽

pp. 1439-1453

Author(s):

Mehmet Ulaş ◽

Ender Şenel

Keyword(s):

Physical Education ◽

Teacher Efficacy ◽

Efficacy Beliefs ◽

Physical Education Teachers ◽

Negatively Associated ◽

Sense Of Efficacy ◽

The Relationship ◽

Teaching Perceptions

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.’s Unidimensional Target-Free Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation. Keywords: Teacher, efficacy, marginalisation, isolation, commitment.

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The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v17i2.20769 ◽

2017 ◽

Vol 17 (2) ◽

pp. 35-44

Author(s):

Kate Adele Jenkinson ◽

Amanda Clare Benson

Keyword(s):

Physical Education ◽

Learning Community ◽

Physical Education Teachers ◽

Mentoring Program ◽

University Environment ◽

Key Skills ◽

Qualified Teacher ◽

Reflective Practitioners ◽

Context Specific ◽

Quality Learning

In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.

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