In-service Training of Physical Education Teachers

1949 ◽  
Vol 20 (9) ◽  
pp. 570-624
Author(s):  
Helen Manley
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Service Training

scholarly journals EFFECT OF IN-SERVICE TRAINING ON THE ATTITUDE OF PHYSICAL EDUCATION TEACHERS

2021 ◽  
Vol 9 (08) ◽  
pp. 208-213
Author(s):  
Iqbal Dar ◽  
◽  
Sangeeta Gupta ◽  
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Professional Growth ◽  
Growth And Development ◽  
Work Performance ◽  
Teaching Profession ◽  
Development Programme ◽  
Physical Education Teachers ◽  
Service Training ◽  
Achievement Levels

The need for in-service training of physical education teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in their field. Absence of in-service training of physical education teachers will retard professional growth of teachers as well as missing gaps between demands and actual achievement levels. In-service training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions etc that are designed to develop and improve employees in an organization from the initial employment stage to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in service training of physical education teachers to promote their professional growth and development. Therefore, the focus of this paper is to have an overview and problems of in-service training of physical education teachers in Kulgam, Jammu Kashmir. Finally, relevant suggestions were put forward to achieve a better staff development programme aimed at helping teachers to update their knowledge, expertise, skills and competence in the teaching profession.

Perceived Barriers to Including Students with Visual Impairments in General Physical Education

2002 ◽  
Vol 19 (3) ◽  
pp. 364-377 ◽  
Author(s):  
Lauren J. Lieberman ◽  
Cathy Houston-Wilson ◽  
Francis M. Kozub
Keyword(s):  
Physical Education ◽  
Visual Impairments ◽  
Professional Preparation ◽  
Physical Education Teachers ◽  
Service Training ◽  
General Physical ◽  
General Physical Education ◽  
Children With Visual Impairments ◽  
Barrier Model ◽  
Preparation Equipment

The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.

scholarly journals An Investigation of the Attitudes and Competence Perceptions of First- and Fourth-Year Pre-service Physical Education Teachers Regarding Teaching

2019 ◽  
Vol 7 (4) ◽  
pp. 154 ◽  
Author(s):  
Mümine Soytürk ◽  
Özden Tepeköylü Öztürk
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Personal Information ◽  
Pearson Correlation ◽  
Physical Education Teachers ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Service Training ◽  
Gender Factor

The aim of this study was to investigate the attitudes and competence perceptions of first- and fourth-year preservice physical education teachers regarding teaching. A total of 262 preservice physical education teachers, of whom 126 (%48,1) were in the first year and 136 (%51,9) were in the fourth year ( (age)=21,06±2,15) participated in the study. The “Attitude Toward Teaching Scale” (ATTS) and “Preservice Teachers’ Self-Efficacy Perception Scale” (PTSEPS) were used as the data collection tools, and a “Personal Information Form” (PIF) was used to obtain the independent variables of the study. The T-test and Pearson correlation test were used in the data analysis. As a result of the analyses, it was observed that the attitudes of the first-year students towards teaching were more positive than those of the fourth-year students. Competence perceptions were found as high in the fourth grade. According to the gender factor, significant difference was observed in both attitudes towards teaching and perceptions of competence between first- and fourth-year. When the relationships between the two dependent variables were examined, it was determined that there was a moderate positive correlation between the attitudes and competence perceptions of both the first-year students and the fourth-year students with regard to teaching. In order for preservice teachers to maintain a positive attitude towards teaching, it is considered that they should be supported with curricular training programs during the student period, and through in-service training throughout their professional lives after graduation.

scholarly journals EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS

2021 ◽  
Vol 9 (08) ◽  
pp. 201-207
Author(s):  
Iqbal Dar ◽  
◽  
Sangeeta Gupta ◽  
Keyword(s):  
Physical Education ◽  
Training Programme ◽  
Physical Education Teachers ◽  
Assessment Practices ◽  
Implementation Barriers ◽  
Educational Materials ◽  
Theoretical Concepts ◽  
Service Training ◽  
Training Activities ◽  
Training Programmes

The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

scholarly journals Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

2019 ◽  
Vol 11 (20) ◽  
pp. 5824 ◽  
Author(s):  
Reina ◽  
Santana ◽  
Montesdeoca ◽  
Roldan
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Education Policies ◽  
Post Test ◽  
Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

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