Value Orientations of Physical Education Preservice and Inservice Teachers

2001 ◽  
Vol 20 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Experience ◽  
The United States ◽  
Value Orientations ◽  
Inservice Teachers ◽  
Physical Educators ◽  
Educational Beliefs ◽  
Descriptive Data ◽  
Years Of Teaching Experience

The purpose of this research was to examine and compare physical educators’ value profiles in Flanders, Belgium. The revised Value Orientation Inventory (Ennis & Chen. 1995) was used to collect data from 274 preservice teachers and 637 inservice teachers at the secondary level. Descriptive data on teachers’ value profiles were consistent with data gathered in the United States by Ennis and colleagues. Years of teaching experience and type of teaching degree were related to differences in values, but gender was not. The value profiles of both preservice teachers and inservice teachers reflected the recently introduced curricular innovations and physical education concepts. The teachers in this study placed a high priority on their social responsibility orientation, not supporting the traditional dominance of the disciplinary mastery orientation. The findings suggest that the process of enculturation and social construction (Pajares, 1992) created educational beliefs that are similar to the value orientations observed in other studies.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

2009 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Amaury Samalot-Rivera ◽  
David L. Porretta
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Community Integration ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Adapted Physical Educators ◽  
Test Retest Reliability

The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

2021 ◽  
Vol 12 ◽  
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Large Body ◽  
Teaching Experience ◽  
Monitoring And Evaluation ◽  
Inservice Teachers ◽  
Self Regulated Learning ◽  
Targeted Instruction ◽  
Regulated Learning ◽  
Actual Use

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

Enhancing Cultural and Linguistic Awareness Through an International Teaching Experience

2018 ◽  
pp. 280-299 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea Miller Emerson ◽  
Arsenio F. Silva
Keyword(s):  
Preservice Teachers ◽  
Teaching Experience ◽  
Linguistically Diverse ◽  
The United States ◽  
Host Family ◽  
Italian School ◽  
Diverse Backgrounds ◽  
International Teaching ◽  
Study Abroad Program ◽  
Summer Study

The population of students in the United States is becoming increasingly diverse. At the same time, we live in highly interconnected global society with complex world problems. Thus, teachers need to prepare students to live and work collaboratively with people, locally and globally, from diverse background. Yet, how do in-service and preservice teachers support students if they have had limited experiences interacting with and understanding people from diverse backgrounds? This chapter describes a four-week summer study-abroad program in Italy, in which preservice teacher lived with a host family and observed and taught in an Italian school. It presents findings about what preservice teachers learned from (1) living with a host family, (2) observing in an Italian school, (3) becoming a culturally and linguistically diverse learner, and (4) teaching.

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Survey Methods ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Health And Physical Education ◽  
Years Of Teaching Experience ◽  
Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

scholarly journals PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

2018 ◽  
pp. 375
Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Work Experience ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Years Of Teaching Experience ◽  
Reflexive Practice ◽  
Reflective Practitioners ◽  
Teachers Attitudes ◽  
Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

scholarly journals Do School Administrators Know What Practices are Appropriate in Physical Education?

2016 ◽  
Vol 22 (1) ◽  
pp. 53-63
Author(s):  
David BARNEY ◽  
Keven A. PRUSAK
Keyword(s):  
Physical Activity ◽  
United States ◽  
Physical Education ◽  
Instructional Practices ◽  
School Administrators ◽  
The United States ◽  
Institutional Review Board ◽  
Physical Educators ◽  
Institutional Review ◽  
K 12

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to investigate school administrators’ knowledge of appropriate instructional practices in physical education. For this study 130 k-12 school administrators from two states in the United States were surveyed regarding their knowledge of appropriate instructional practices in physical education. University Institutional Review Board granted approval to conduct this study. Surveys were sent electronically to the school administrators to take. At the completion of the survey the school administrators were able to click a submit button and have the surveys returned to the researchers. It was found that school administrators identified dodge ball, relay races and elimination tag as an appropriate instructional practice. Also, full-sided games (30 students divided into two teams) were appropriate for students to participate in. These instructional practices are considered inappropriate for students to participate in. The implications of this study are to inform school administrators what practices are appropriate and inappropriate. It is hoped that physical educators and school administrators will work together to see that appropriate instructional practices are taught in physical education, thus benefitting students to become competent in their participation in physical activity. 本研究的目的是探討學校管理者對體育的教學實踐知識。在這項研究中，邀請兩個州份的130位 K-12學校行政人員進行調 查，並獲大學機構審查委員會准許進行這項研究。調查以電子方式發送給學校管理者採取。結果發現，學校的管理者確定躲避球和接力賽作為適當的教學實踐。希望體育教師和學校管理者將共同努力，看到合適的體育教學實踐，從而惠及學生參與體能活動。

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