Turkish Physical Education Teachers’ Use of Teaching Styles: Self-Reported Versus Observed

2020 ◽  
Vol 39 (2) ◽  
pp. 137-146
Author(s):  
Burhan Parsak ◽  
Leyla Saraç
Keyword(s):  
Physical Education ◽  
Teaching Styles ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Full Spectrum ◽  
Convenience Sample ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Actual Use ◽  
Spectrum Of Teaching Styles

Objective: The objectives of this study were to (a) identify Turkish middle-school physical education teachers’ self-reported use and perceptions of spectrum teaching styles, (b) determine the spectrum teaching styles the teachers use when teaching, and (c) examine whether gender and teaching experience were differentiating factors. Method: A convenience sample of 58 female and 62 male teachers working in 86 different middle schools located in Adana (Turkey) were recruited into the study. The data were collected using two validated instruments: the Physical Education Teachers’ Use of Teaching Styles and Perceptions of Styles Questionnaire, and the Instrument for Identifying Teaching Styles. Results: The findings based on the teachers’ reported perceptions (questionnaire data) revealed that the teachers employed the full spectrum of teaching styles in their classes, ranging from teacher centered to student centered, regardless of their gender or level of teaching experience. However, the data based on actual observations of teaching styles yielded less evidence that the self-reported styles were used in actual teaching settings. The teachers’ perceptions and their actual use of teaching styles did not vary according to the gender and/or teaching experience of the teacher. Conclusion: There is a discrepancy between teachers’ self-reported teaching styles and the actual use of the styles in their teaching.

Finnish Physical Education Teachers’ Self-Reported Use and Perceptions of Mosston and Ashworth’s Teaching Styles

2011 ◽  
Vol 30 (3) ◽  
pp. 248-262 ◽  
Author(s):  
Timo Jaakkola ◽  
Anthony Watt
Keyword(s):  
Physical Education ◽  
Teaching Styles ◽  
Teaching Experience ◽  
School Level ◽  
Background Information ◽  
Physical Education Teachers ◽  
Background Characteristics ◽  
Student Centered ◽  
Experience Education ◽  
E Mail

The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded to an electronic questionnaire accessed through a link delivered to them by e-mail. The instrument included background information items (gender, teaching experience, education, school level, mean class size) and questions pertaining to ‘teacher use’ and ‘perceived benefits to students’ of the various teaching styles. The results of the study revealed that teachers used the command and practice styles of teaching most frequently and the self-check and convergent discovery styles least frequently. The trend was to use more teacher-centered than student-centered styles. The teachers perceived the practice and divergent production styles as most and the reciprocal and convergent discovery styles as least beneficial for their students.

scholarly journals Teaching Styles and Learning-Research and Applications

1997 ◽  
Vol 3 (1) ◽  
pp. 29-34
Author(s):  
Bik C. CHOW
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Teaching Styles ◽  
English Abstract ◽  
Physical Education Teachers ◽  
The Past ◽  
Spectrum Of Teaching Styles ◽  
Learning Research

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The author summarizes the theory of the Mosston's Spectrum of Teaching styles which is based on the amount of decisions given to students. Researches in the past ten years on the Spectrum are then reviewed. The author presents practical examples on three teaching styles of the production cluster. The intent of this article is to stimulate physical education teachers to adopt teaching styles for those goals gearing for developing students' cognitive thinking and problem solving ability.本文作者簡單介紹『摩斯登體育敎學光譜』的理論，指出不同敎學風格取決於敎師給予學生多少決策權。作者亦綜合過往十年有關光譜理論之研究 及應用，列舉生產群集的三項敎學風格例子，希望體育敎師於啟發學生思考及創造力為敎學目標的課堂上，能夠嘗試採用。

Physical Education Teachers’ Perceptions of School Health Education and Social Support for It: Results of the Pilot Study

2018 ◽  
Vol 1 (80) ◽  
Author(s):  
Rasa Jankauskienė ◽  
Brigita Miežienė
Keyword(s):  
Social Support ◽  
Pilot Study ◽  
Physical Education ◽  
Health Education ◽  
School Health ◽  
Physical Education Teachers ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
School Health Education ◽  
School Network

Research background and hypothesis. Health education (HE) is integrated in various modules especially in biology and physical education (PE). Therefore the quality and effectiveness of integrated health education should be analyzed systematically. Research aim. The aim of the study was to examine PE teachers’ perception of health education and social support for HE at their schools. Research methods. The data of convenience sample consisting of 70 physical education teachers (62% were women) from one of the largest Lithuanian cities were analyzed. Respondents ranged in age from 25 to 69 years, average age was 45 ± 11 years. 44.8 percent of participants indicated that they work at school which belongs to the SHE (School for Health in Europe) network. Anonymous questionnaire was developed to assess PE teachers’ health education perceptions and attitudes towards HE. Research results. Only one of ten physical education teachers understood conception of HE and correctly defi ned its main goal. Neither teachers from schools within the SHE network, nor the ones who began their career after Independence fundamentally differed in their understanding and attitudes towards HE from teachers who did not belong to the SHE network or began their carrier before Independence. The fi ndings of the current study demonstrated that in this sample PE teachers’ behavior change – related competencies were not well-developed for the implementation of effective and safe HE.  Discussion and conclusions. This pilot study showed that HE perception of PE teachers’ was incorrect and their attitude towards health education should be optimized. No important differences were observed between HE perceptions of teachers in regard of school belonging to SHE network. PE teachers working in SHE school network reported higher social support for HE activities.Keywords: health education, physical education, instrumental competencies.

Physical Education Teachers’ Metaphors of Teaching and Learning

2013 ◽  
Vol 32 (1) ◽  
pp. 22-45 ◽  
Author(s):  
Michalis Stylianou ◽  
Pamela Hodges Kulinna ◽  
Donetta Cothran ◽  
Ja Youn Kwon
Keyword(s):  
Physical Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Professional Socialization ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Related Factors ◽  
Student Centered ◽  
Evolutionary Forces

This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers’ initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants’ metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey (N = 66; Alger, 2009) and interviews (N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

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.

Part 2: Integration in PE and youth sport Homophobia and heterosexism: Spanish physical education teachers' perceptions

2018 ◽  
pp. 46-60
Author(s):  
Joaquín Piedra ◽  
Gonzalo Ramírez-Macías ◽  
Francis Ries ◽  
Augusto Rembrandt Rodríguez-Sánchez ◽  
Catherine Phipps
Keyword(s):  
Physical Education ◽  
Youth Sport ◽  
Physical Education Teachers ◽  
Teachers Perceptions

scholarly journals Preservice Physical Education Teachers’ Perceptions of Competence in Selecting Teaching Techniques: Teacher Training in Turkey

2020 ◽  
Vol 6 (1) ◽  
pp. 253
Author(s):  
Mehmet Yanık
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Perceived Competence ◽  
Physical Education Teachers ◽  
Teaching Techniques ◽  
Teachers Perceptions ◽  
Domain Specific ◽  
Level Of Significance ◽  
The Right ◽  
Data Frequency

The aim of this study was to examine preservice physical education teachers’ perceived competence in selecting teaching techniques according to certain variables. The research was designed as a descriptive study using a screening model. The study universe consisted of a total of 348 preservice physical education teachers studying in different departments. The “Scale of Preservice Teachers’ Perceived Competence in Selecting Teaching Techniques” was used as the data collection tool. For analysis of the data, frequency and percentage distribution, arithmetic mean, standard deviation, t-test and one-way analysis of variance values were used. The level of significance was taken as p < 0.05 for all tests. The results obtained in the study revealed that according to the evaluation of the scale score intervals, the participants’ mean scores (4.24±0.36) for perceptions of competence in selecting teaching techniques were high. According to the subdimensions, mean scores of 4.30±0.38 in the positive prediction subdimension and 4.11±0.39 in the negative prediction subdimension were obtained. No difference was found between groups according to the gender variable. According to the variable for type of department attended, it was seen that students in the coaching department who obtained the right to become teachers via certificate programmes had lower perception levels. Another finding of the study was that as grade level increased, participants’ levels of perceived competence increased. As a result of the research, recommendations are offered regarding the need for preservice teachers, from their selection onwards, to be educated with programmes which give priority to domain-specific practices, and for certificate programmes that grant the right to become a teacher through short-term training to be reviewed.

scholarly journals Homophobia and heterosexism: Spanish physical education teachers’ perceptions

2015 ◽  
Vol 19 (8-9) ◽  
pp. 1156-1170 ◽  
Author(s):  
Joaquín Piedra ◽  
Gonzalo Ramírez-Macías ◽  
Francis Ries ◽  
Augusto Rembrandt Rodríguez-Sánchez ◽  
Catherine Phipps
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Teachers Perceptions
Sign in / Sign up

Export Citation Format

Share Document