The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

2020 ◽  
Vol 39 (1) ◽  
pp. 18-27
Author(s):  
Kate Hovey ◽  
Diana Niland ◽  
John T. Foley
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
The Impact

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

2012 ◽  
Vol 18 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Fiona Chambers ◽  
Kathleen Armour
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Education Student ◽  
Physical Education Teacher ◽  
University Partnerships ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

scholarly journals FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Milena Pedro de Morais ◽  
Maria João Carvalheiro Campos ◽  
Graciele Massoli Rodrigues
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Education Majors ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Majors

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo.   Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

Examining the Culturally Responsive Teaching Self-Efficacy in Physical Education Teacher Education Alumni

2021 ◽  
pp. 1-10
Author(s):  
Sara B. Flory ◽  
Rebecca C. Wylie ◽  
Craigory V. Nieman
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Purpose: To examine the culturally responsive teaching self-efficacy of graduates of a physical education teacher education undergraduate program specifically focused on social justice issues. Methods: A total of 43 graduates (from 2013 to 2019) of a physical education teacher education program completed the Culturally Responsive Teaching Self-Efficacy Scale and demographic questions via Qualtrics (50.6% response rate). Descriptive statistics and data analysis were completed using SPSS. Results: The total Culturally Responsive Teaching Self-Efficacy Scale scores from these participants ranged from 1,567 to 4,000 (M = 3,469.63; SD = 555.34). Participants scored highest on items related to their confidence in developing personal relationships and trust with students. They scored lowest on items related to more specific culturally sensitive and responsive teaching practices. Discussion: Specific coursework and training need to be implemented to address more culturally responsive teaching practices, such as how to communicate effectively with students whose primary language is not English.

Dance in Physical Education: Experiences in Dance as Described by Physical Education Student Teachers

2012 ◽  
Vol 3 (1) ◽  
pp. 14-29
Author(s):  
Hilde Rustad
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Contact Improvisation ◽  
Dance Improvisation ◽  
The Subject

Abstract In Norway dance in school is mainly placed within the subject of physical education. This paper is based on a study conducted together with students in physical education teacher education. The main focus is to explore experiences in dance improvisation and contact improvisation as described by physical education student teachers. The study is influenced by phenomenological thinking. The analysis makes evident that the students experienced the subject of dance improvisation and contact improvisation in many different ways. Yet, how the student teachers express their experiences can be divided into the different roles of student-dancers experiencing dancing and student-teachers trying to decide whether what they do in the dance classes can be used in teaching in schools.

scholarly journals The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia

2021 ◽  
Vol 13 (6) ◽  
pp. 3459
Author(s):  
Majed M. Alhumaid ◽  
Selina Khoo ◽  
Tânia Bastos
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Physical Education ◽  
Self Efficacy ◽  
Intervention Program ◽  
The Self ◽  
Analysis Of Covariance ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.

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