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.

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.

scholarly journals Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

2019 ◽  
Vol 11 (9) ◽  
pp. 2559 ◽  
Author(s):  
José María Fernández-Batanero ◽  
Borja Sañudo ◽  
Marta Montenegro-Rueda ◽  
Inmaculada García-Martínez
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Educational Innovation ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Educational Training ◽  
Cross Sectional

(1) Background: The introduction of Information and communication technologies (ICTs) in the area of Physical Education is a very recent phenomenon, and its implementation is a challenge for teachers in Spain. It implies pedagogic innovation for the improvement of the teaching and learning processes, especially for people with a disability (functional diversity). The aim of this study was to identify the degree of technological knowledge (ICT) of the physical education teachers for students with disabilities. (2) Methods: A sample of 341 Physical Education teachers from Spain volunteered for this cross-sectional study. A questionnaire named “DIFOTICyD”, created “ad hoc” was used as the data-gathering instrument. (3) Results: the results revealed the low training of the participants with respect to the use of the ICTs in the field of disability. The degree of training of the teachers was determined by the personal (gender, age), professional (teaching experience) and educational (training received) outcomes. (4) Conclusions: the findings of the study point to the need for didactic training that can be used to train the Physical Education teachers to use ICTs in order to facilitate the learning and educational innovation of students with disabilities.

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.

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.

scholarly journals Teachers’ Perceived Barriers to Implementation of Physical Education

2021 ◽  
Vol 45 (3) ◽  
pp. 191-200
Author(s):  
Eng Hoe Wee ◽  
Wei Fong Cheng ◽  
Ngien Siong Chin
Keyword(s):  
Physical Education ◽  
Human Resources ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Training Programme ◽  
Male Teachers ◽  
Barriers To Implementation ◽  
Older Teachers ◽  
Learning Factors ◽  
Financial Allocation

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.

Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree

2020 ◽  
Vol 37 (3) ◽  
pp. 304-323
Author(s):  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Master's Degree ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
First Year ◽  
Research Approach ◽  
Occupational Socialization ◽  
Individuals With Disabilities ◽  
Master’S Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

Teacher-related factors in assimilation of technological change in schools

2017 ◽  
Vol 31 (6) ◽  
pp. 766-779
Author(s):  
Khalid Arar ◽  
Ruth Abramovitz
Keyword(s):  
Technological Change ◽  
Private School ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Related Factors ◽  
Content Type ◽  
Team Members ◽  
High Expectations

Purpose The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning products at a private Arab school in Israel. Specifically, the aim was to individuate teachers’ factors associated with higher productivity of this technological change. Design/methodology/approach The research used the mixed-methods approach to enrich the data derived from a case study. It employed a questionnaire of 81 items administered among 55 teachers and in-depth interviews with both teachers and senior management team members at one private Arab school in Israel. Findings Results show some features that characterize the teachers who rated the productivity of this new management change highly. Those teachers tend to have high expectations of the change and to view the change implementation process favorably. Teachers with such characteristics tend to be female teachers. The influence of teachers’ education was latent. Their teaching experience influenced only their expectations and views of the process, but not their perceptions of the change products. Research limitations/implications The paper focused only on one private school known for its excellence and teaching staff, and thus may not apply to the entire Arab education system in Israel. Nevertheless, the findings indicate how to increase teaching productivity when planning the management of technological change for increased teaching benefits in schools with similar characteristics. Originality/value This paper explored a case in which technological change was implemented through a careful process of management planning, in order to facilitate the construction of a model of indicators to facilitate change.

Sign in / Sign up

Export Citation Format

Share Document