The Image of a Physical Education Teacher as Seen by School Community

2014 ◽  
Vol 5 (2) ◽  
pp. 13-24 ◽  
Author(s):  
Katarzyna Rutkowska ◽  
Mirosław Zalech
Keyword(s):  
Physical Education ◽  
School Community ◽  
The Other ◽  
Physical Education Teacher ◽  
Check List ◽  
Education Teacher ◽  
Purposive Sampling ◽  
Adjective Check List ◽  
Upper Secondary ◽  
Upper Secondary Schools

Abstract The aim of the research was to get to know the image of physical education (PE) teachers as seen by themselves and to compare it with how it is perceived by school community. The study included 148 teachers and 171 final-year students from upper-secondary schools. As a result of purposive sampling and random-purposive sampling, three groups were distinguished. The groups included PE teachers (n=22), teachers of other subjects (n=22) and students (n=22). The data were gathered using ACL-37 (Adjective Check List) developed by G. Gough and A. B. Heilbrun. The findings revealed a number of significant differences between how PE teachers perceive themselves and how they are seen by their students and colleagues (teachers of other subjects). It turned out that PE teachers perceive themselves in a more positive manner than the other groups.

scholarly journals Instructional Pyramid: Expanding Coach Wooden’s “Pyramid of Success” to Guide P.E.T.E. Professionals

2012 ◽  
Vol 18 (2) ◽  
pp. 46-64
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
The Other ◽  
Physical Education Teacher ◽  
Critical Part ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Teaching Learning ◽  
First Job

What in the teaching-learning process can PETE (Physical Education Teacher Education) faculty identify as being effective and a critical part of this multifaceted practice? Which of the physical activity learning experiences best serves the student? Finally, how does a future-professional physical education teacher, who is inexperienced and intimidated by their first job circumstances, wade through all the information and responsibilities to perform up to expectations? As described by Veal (2011), “Teachers operate in an intensely complicated and demanding world. They face 30 or more students at once - each one different from the other, demanding individualized attention and treatment. Teachers must respond to a continuous and rapid succession of events, many of which are unanticipated, leaving little time for thoughtful decision making.”  (Abstract taken from first part of Introduction)

scholarly journals A PRÁTICA DOS PROFESSORES DE EDUCAÇÃO FÍSICA DAS ESCOLAS PÚBLICAS DE PORTO ALEGRE

2007 ◽  
Vol 5 (9) ◽  
pp. 31-46
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Practice ◽  
School Community ◽  
Work Place ◽  
Physical Education Teacher ◽  
Porto Alegre ◽  
Education Teacher ◽  
Reflective Practitioners ◽  
Methodological Procedures

O presente estudo trata da prática docente dos professores das escolas públicas de Porto Alegre. Com procedimentos metodológicos de caráter predominantemente etnográficos, ouvi 20 participantes, para entender sua maneira de atuar na escola. O texto resulta, fundamentalmente, da interpretação de seus depoimentos à luz de referências bibliográficas e da minha experiencia como professor de educação física. A análise das informações sugere que sua prática docente está relacionada com a organização de seu lugar de trabalho e com as relações que estabelecem com as demais parcelas da comunidade escolar. Nessa prática, esses professores constróem estratégias e conhecimentos que lhes caracterizam como práticos reflexivos. The present study examines the teaching practice of teachers of public schools of Porto Alegre, RS. Through predominantly ethnographic methodological procedures, 20 participants were heard so that their way of acting in school could be understood. The text is the result of interpretation of their statements in light of bibliographical references as well as the author's own experience as a physical education teacher. The analysis of the information gathered suggests that the teaching practice of these subjects is related both to the organization of their work place and to the relations they establish with the remaining sectors of the school community. In this practice, these teachers build up symbolism, strategies, and knowledge, which characterize them as reflective practitioners.

scholarly journals Job Satisfaction of a Physical Education Teacher as Seen by School Community

2015 ◽  
Vol 68 (1) ◽  
pp. 34-42 ◽  
Author(s):  
Katarzyna Rutkowska ◽  
Mirosław Zalech
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Satisfaction With Life ◽  
School Community ◽  
Satisfaction With Life Scale ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Life Scale ◽  
High Level

AbstractIn A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22), teachers of other subjects (n=22) and students (n=22). The results obtained from these respondents (n=66) were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS) prepared by Juczyński (2001) was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.

Analyse des interactions didactiques lors de l’enseignement du football à l’école Tunisienne

2013 ◽  
Vol 22 (5-6) ◽  
pp. 387-404
Author(s):  
Guerchi Maher ◽  
Makram Zghibi
Keyword(s):  
Physical Education ◽  
Qualitative Methodology ◽  
Video Sequences ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Social Facts ◽  
Close Observation ◽  
The Impact

Abstract Our research focuses on describing what is really happening when a teacher wants to transmit to pupils - girls and boys - knowledge socially marked as masculine. To describe the processes involved in effective didactic interactions between a teacher a pupil and knowledge, we opted for qualitative methodology, consisting on a close observation of the didactic interactions of a teacher with his pupils (girls and boys). Analysis of the interviews focused especially on the nature of knowledge actually transmitted for girls and boys. The studied video sequences permitted to study the didactic interactions more precisely as are actually happening on the pitch. Both tools allowed us to identify the educational intentions of teachers (specialist or not); women or men in the teaching of football. The results show that teachers’ conceptions influence implicitly or explicitly the modalities of their interventions and the nature of football knowledge transmitted to pupils. This makes us think that the impact of social facts (backgrounds) on Tunisian teachers is great. This phenomenon may lock the physical education teacher in some representations modeling masculine and feminine stereotypes and affect his didactic and teaching contribution. Therefore, the teacher must be aware of the impact of the connotation that may have certain “masculine” practices on his interventions and consequently over the pupils learning (either boys or girls).

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