scholarly journals Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

2016 ◽  
Vol 23 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Andrew Miller ◽  
Narelle Eather ◽  
Shirley Gray ◽  
John Sproule ◽  
Cheryl Williams ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Primary School ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quality Of Teaching ◽  
Information Session

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.

scholarly journals Vocational training of future primary school teachers in the use of new pedagogical technologies in working with pupils

2021 ◽  
pp. 111-121
Author(s):  
Tamara Turchyn ◽  
Viktoriia Lehin ◽  
Lesja Vysochan ◽  
Lidia Pletenicka ◽  
Maryna Tomchenko ◽  
...  
Keyword(s):  
Physical Education ◽  
General Education ◽  
Primary School ◽  
Age Groups ◽  
School Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Training ◽  
The Subject

The courses «physical education» and «increasing sportsmanship» are an important part of the entire process of preparing future primary school teachers for physical education. It is worth noting that the subject «physical education» should be professionally directed, because it is recommended to transform this course from a purely practical direction into a vocational and pedagogical one, introducing into «physical education» - theoretical, methodological, organizational and pedagogical blocks. The subject «physical education» addresses the tasks of improving the level of physical fitness and improving the quality of vocational and pedagogical training of students. The study of the subject «physical education» provides, in addition to solving the problems of strengthening the health and physical development of students, as well as mastering the technique of certain sports, the methods for teaching individual exercises of the school curriculum, methodological techniques, methods for organizing educational activities and the methodology of the chosen sport. Practical classes on the «theory and methods of physical education» provide for the formation of professional preparedness as a holistic state of certain realities. Examples of the restoration of various forms of out-of-class work in accordance with their functions in the general education system indicate the possibility of ensuring the versatile development of motor qualities of pupils, promoting the preservation and strengthening the mental and physical health of children of all age groups. Considering what has already been said, we propose the formation of professional qualities among students of the faculty for the training of primary school teachers to be held in physical education classes with a sports orientation.

scholarly journals Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers

2020 ◽  
Vol 17 (4) ◽  
pp. 1356 ◽  
Author(s):  
Monica Pellerone ◽  
Venerando Rapisarda ◽  
Maria Chiara Antonietta Trischitta ◽  
Ermanno Vitale ◽  
Tiziana Ramaci
Keyword(s):  
Primary School ◽  
Elementary School Teachers ◽  
Emotional Exhaustion ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quality Of Teaching ◽  
Predictive Role

Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.

scholarly journals Comparative perspectives on professionalism and professional development: An exploratory case study of Greek primary school teachers’ perceptions

2017 ◽  
Vol 12 (4) ◽  
pp. 486-496 ◽  
Author(s):  
Amalia A Ifanti ◽  
Vasiliki S Fotopoulou ◽  
Haim H Gaziel
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
School Year ◽  
And Training

This paper, which is of comparative interest in professionalism and professional development, reports on Greek primary school teachers’ views on specific aspects of the aforementioned issues. A total of 234 participants provided survey data, using anonymously filled-in questionnaires during the school year 2011–2012. More specifically, by examining teachers’ responses to five parameters of each case, we found out that, regarding professionalism, most teachers tended to score highly the importance of collaboration with their colleagues, parents and students, as well as their pedagogical concern for the students and their achievement. Regarding professional development, the demand for lifelong education and training, and for studying specific educational topics, was underlined. The teachers of our sample highlighted the great contribution of professionalism and professional development in their school routine. Moreover, they were aware of the complexities of professionalism and professional development and they closely related them with their personal development and the quality of their work at school. This survey confirmed that teachers’ professionalism and professional development is a universal phenomenon.

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