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.

Comparison of Visual Information Processing between Preservice Students and Experienced Physical Education Teachers

1996 ◽  
Vol 16 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Visual Information ◽  
Experienced Teachers ◽  
Inservice Teachers ◽  
Physical Education Teachers ◽  
First Year ◽  
Critical Events ◽  
First Year Students ◽  
Eye Fixations

In this study, experienced physical education teachers’ observation skills in teaching situations are compared to that of first- and last-year student teachers. The 56 participants were shown 12 slides from a gymnastics lesson, and after viewing it for 4 s, they were asked to report what they had seen. The number of items and critical events reported were analyzed. No significant differences were found between the three groups on the number of events reported or for the number and duration of the eye fixations. Significant differences were found for the number of critical events reported and fixated. Last-year students and experienced teachers correctly reported more critical events on the slide scenes than first year students, but there were no significant differences in observational capacities between last year students and experienced teachers. This study demonstrated the need for observational training, not only during preservice, but also for inservice teachers.

scholarly journals Study on Emotional Intelligence Levels of Physical Education Teachers in Terms of Various Variables

2020 ◽  
Vol 13 (3) ◽  
pp. 111
Author(s):  
Serkan T. AKA ◽  
Adem SARIER
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Personal Information ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
Intelligence Scale ◽  
Screening Model ◽  
Significant Difference ◽  
Medium Level ◽  
Experience Education

For teaching profession, one of the important types of intelligence is emotional intelligence. Emotional intelligence levels of especially physical education teachers are expected to be high. The aim of this study is to examine emotional intelligence levels of physical education and sports teachers based on various variables. In this research, single screening model which is one of the General Survey models has been adopted. Population of the study consists of 320 Physical Education Teachers working in Ağrı in 2018-2019 academic years and its sample group consists of a total of 106 physical education teachers, of which 23 are female and 83 are male and who were selected from this population by random sampling method. “Personal Information Form” developed by researchers has been used in order to determine demographic characteristics of Physical Education Teachers, “Schutte Emotional Intelligence Scale” developed by Schutte et al. (1998) has been used in order to measure their emotional intelligence levels. According to findings, it has been seen that emotional intelligence levels of physical education teachers differentiate significantly in favor of physical education and sports teachers do not have administrative function in sub-dimension of utilizations of emotions according to administrative function variable. It has been determined that there is no significant difference between them according to gender, age and professional experience, education grade which is worked in, educational level, marital status, status of doing sports and smoking variables. Consequently, it is seen that emotional intelligence levels of physical education teachers are above medium level and there is no difference between them in terms of other variables except variable of having administrative function.

scholarly journals Investigation of conflict strategies of physical education teachers working in public and private high schools (Sample of Ankara province)

2017 ◽  
Vol 14 (4) ◽  
pp. 4995
Author(s):  
Mustafa Savran ◽  
Hakan Sunay
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Conflict Management ◽  
Personal Information ◽  
Management Strategies ◽  
Physical Education Teachers ◽  
School Type ◽  
Public And Private ◽  
Significant Difference ◽  
Conflict Strategies

When the conflict is managed with an appropriate strategy, the organization is increasing the efficiency of the work and raising the motivation of the employees. Being able to comprehend the inner workings of conflicts and conflicts between groups and to manage these conflicts well is an inevitable role for the manager and the employee. This research aims to examine conflict strategies of Physical Education teachers working in public and private high schools in central districts of Ankara. In addition, it was determined whether there is a difference between the conflict strategies used by the physical education teachers participating in the research and whether they had gender, occupational seniority, age, duration of work at the school, previous seminars on conflict management strategies, educational status and school type variables and conflict strategies. The universe of the research is a total of 412 physical education teachers, 114 of which are private high schools in Ankara and 298 are teachers working in official high schools. Of these, 275 physical education teachers (special 55, official 220) constitute the sample of the research. The teachers who participated in the questionnaire were selected by appropriate / favorable sampling method. As data collection tools; "Personal Information Form" for determining the conflict strategies of physical education teachers and "Conflict Management Strategies Scale" developed by Ozgan (2006) were used. The Reliability study of the scale was performed with SPSS Reliability, and the reliability coefficient of Cronbach Alpha (α) internal consistency method was found to be .90.  In the analysis of the data, frequency, mean and standard deviations were examined, and t-test was used in binary groups. One-way ANOVA (one-way analysis of variance) was used in more than one group. In the tests p <0.05 significance level was taken into consideration. According to the findings obtained at the end of the analyzes; there was no significant difference in conflict strategies according to variables such as age, education level, occupational seniority, duration of duty at school, previous conflict management strategies, and gender and school type variables of physical education teachers. As a result, it is seen that the physical education teachers working in Ankara use the most integration strategy. Avoidance is the least used strategy. Consequently, it is said that physical education teachers' working at official and state schools in Ankara does not affect the conflict management strategies they used.

scholarly journals Expression of Career Self-Efficacy of Students Enrolled In University Physical Education and Sports Study Programmes

2018 ◽  
Vol 1 (88) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Žilvinas Stankevičius
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Career Planning ◽  
First Year ◽  
Full Time ◽  
Random Sample Size ◽  
First Year Students ◽  
Goal Selection ◽  
Occupational Information ◽  
Significant Difference

Research  background  and  hypothesis.  An  assumption  that  the  fourth-year  students  of  university  physical education and sports study programmes have greater career self-efficacy than the first-year students is made in the article.Research aim was to reveal peculiarities of the expression of the career self-efficacy of the students enrolled in university physical education and sports study programmes.Research methods. The random sample size consisted of 278 first and fourth-year full time students of physical education and sports study programmes from Lithuanian Sports University and Šiauliai University. Two methods were used to carry out the survey: Career Self-Efficacy Sources Scale (CSESS) and Career Decision-Making Self-Efficacy Scale-Short Form (CDMSE-SF).Research results. The research showed that there was a statistically significant difference (t (276) = –1.96; p < 0.05) between the first and fourth-year students of university physical education and sports study programmes in respect of the level of career self-efficacy. The fourth-year students were able to make a better use of occupational information (4.08 ± 0.54) than the first-year students (3.95  ± 0.56). It was determined that indicators of goal selection and career planning were higher (p < 0.05) in the case of the fourth-year students than in the case of the first-year students.Discussion and conclusions. It was determined that, in comparison with the first-year students, the career self-efficacy of the fourth-year students of university physical education and sports study programmes was more based (p < 0.05) on the following sources: vicarious experience, verbal persuasion and performance accomplishments. Comparison of the levels of career self-efficacy of the first and fourth-year students of university physical education and sports study programmes revealed that the fourth-year students had greater career self-efficacy (p  < 0.05) and that indicators of the components of their career self-efficacy – occupational information, goal selection and career planning were higher (p < 0.05) than those of the first-year students.Keywords: career education, self-efficacy, career self-efficacy, university studies, physical education and sports.

scholarly journals Investigation of Physical Education Teachers’ Altruism Features

2020 ◽  
Vol 13 (7) ◽  
pp. 177
Author(s):  
Şıhmehmet YİĞİT ◽  
Eyüp ACAR
Keyword(s):  
Physical Education ◽  
Personal Information ◽  
Physical Education Teachers ◽  
Measurement Tool ◽  
School Type ◽  
Significant Difference ◽  
Two Factors ◽  
Questionnaire Form ◽  
The Individual ◽  
High Level

Purpose of the research: it is aimed to examine whether the levels of altruism of Physical Education and sports teachers differ according to some variables. This research consists of a total of 126 teachers, 35 women and 91 men, who work as physical education and sports teachers at primary education secondary grade and secondary schools in K&uuml;tahya province. In the research, &lsquo;Personal Information Form&rsquo; developed by the researcher and the 20-item Altruism scale, which consists of two factors and was formed by Ersanlı and &Ccedil;abuker (2015) with the aim of developing a measurement tool that can measure the individual&rsquo;s level of altruism and that is suitable for Turkish society and culture. In reliability validity analysis, Cronbach Alpha internal consistency coefficient was found as &alpha;=.76.The analysis related to the questionnaire form used in the research and the scale was done through the SPSS 22 program. Mann-Whitney U test and Kruskal Wallis test were conducted for more than two independent sample groups. As a result of the research; when the results were analyzed according to gender, age, place of duty, school type, year variables of teachers working as physical education and sports teachers, no significant difference was seen due to the high level of teachers&rsquo; altruism points.

scholarly journals AN INVESTIGATION OF PHYSICAL EDUCATION TEACHERS 'PERCEPTION OF ETHICAL LEADERSHIP ACCORDING TO SOME VARIABLES

2020 ◽  
pp. 1-12
Author(s):  
Abdullah Akinci ◽  
Ibrahim Kubilay
Keyword(s):  
Physical Education ◽  
Ethical Leadership ◽  
Personal Information ◽  
Power Sharing ◽  
Physical Education Teachers ◽  
Leadership Perceptions ◽  
National Education ◽  
Significant Difference ◽  
Type Variable ◽  
Ethical Leadership Scale

In this study, it is aimed to examine PE teachers' perceptions of ethical leadership according to some variables. 158 Physical Education teachers selected by simple random method among 250 Physical Education teachers working in primary and high school education institutions affiliated to Isparta Provincial Directorate of National Education participated in the study. As a data collection tool in research; personal information form and ethical leadership scale were used. Participants' scores obtained from personal information and the scale and factor scores are given by determining the frequency (f) and percentage (%) values. In order to determine whether the scores obtained by physical education teachers from the ethical leadership scale differ according to independent variables, the T test was applied in independent groups in paired comparisons, while the one-way Anova test was used to compare three or more variables, and the Bonferoni test was used to determine the difference between groups. According to the statistical processes performed, no significant difference was found in the ethical leadership perceptions of physical education teachers according to the variables of gender and years of service. When ethical leadership perceptions were examined according to the age variable, a significant difference was found between ethics and justice, power sharing subtitles and ethical leadership perceptions total scores. When ethical leadership perceptions were examined according to the marital status variable, a significant difference was found between clarification of duties and roles, subheadings of power sharing and total scores of ethical leadership perceptions. According to the sport type variable, when ethical leadership perceptions were examined, a significant difference was found between the subtitles of ethics and justice, duties and roles, power sharing, and ethical leadership perceptions. As a result, it is thought that the study can contribute to the field in terms of evaluating the ethical leadership perceptions of physical education teachers.

scholarly journals Examination of Narcissistic Behaviors of Physical Education Teachers and Their Relationship with Job Satisfaction

2021 ◽  
Vol 10 (4) ◽  
pp. 192
Author(s):  
Orhan GÖK ◽  
Kürşat HAZAR ◽  
Ahmet F. KOÇ
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Educational Status ◽  
Demographic Characteristics ◽  
Physical Education Teachers ◽  
Significant Difference ◽  
Levene Test ◽  
Skewness And Kurtosis

This study was conducted to reveal the relationships between physical education teachers&rsquo; narcissistic behaviors and job satisfaction. This research was designed in a correlational survey model, 195 physical education teachers, 41 females, and 154 males were selected by the simple random sampling among the physical education teachers working in Kırıkkale and Osmaniye provinces, participated in the study voluntarily. In the study, &ldquo;Personal Information Form&rdquo; was used to determine the demographic characteristics of the participants, &ldquo;Narcissistic Personality Inventory-13 (NPI-13)&rdquo; was used to determine the demographic characteristics of the participants, and the &ldquo;Job Satisfaction Scale&rdquo; was used to determine the level of job satisfaction. In the analysis of the data, it was decided whether the descriptive statistics (standard deviation, frequency, arithmetic mean) met the conditions of the parametric tests or not by looking at the Skewness and Kurtosis values and the Levene test results. Since the skewness and kurtosis values obtained in the study were between (-1) and (+1), the applicability of the parametric tests was decided and T-test, One-Way analysis of variance (ANOVA) Pearson correlation coefficient, and simple linear regression analysis were used. As a result of the study, it was determined that the narcissistic behaviors of physical education teachers were moderate and their job satisfaction was high. It was found that there is no significant relationship between narcissistic behaviors and job satisfaction p &gt; 0.05. It was determined that the narcissistic behaviors showed a significant difference between the variables of educational status, age, and status of taking part in sportive activities p &lt; 0.05. The results obtained from this research; showed that physical education teachers&rsquo; narcissistic behavior levels did not differ significantly according to gender and branch type, but it was concluded that there was a significant difference according to the variables of educational status, age, the status of taking part in sportive activities and the levels of narcissistic behavior did not affect the job satisfaction of physical education teachers in their professional lives.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals Study On The Use Of Oral Drills And Role-Play Method In Improving Students’ Interactive Speaking Achievement

2017 ◽  
Vol 2 (1) ◽  
pp. 24-45
Author(s):  
Kelvri L. Sinambela ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Experimental Method ◽  
Quantitative Research ◽  
Role Play ◽  
P Value ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study examines whether the use of Oral Drills and Role-Play method could improve students’ interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (Oral Drill and Role-Play Method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p Value (Sig.) ≤ 􀟙 (0.05) then HA is accepted and H0 is rejected and If p Value (Sig.) ≥ 􀟙 (0.05) then H0 is accepted and HA is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students’ interactive speaking achievement after using oral drills and role-play method.   Keywords: Interactive Speaking, Oral Drills, Role-Play Method

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