scholarly journals PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK

2018 ◽  
pp. 375
Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Work Experience ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Years Of Teaching Experience ◽  
Reflexive Practice ◽  
Reflective Practitioners ◽  
Teachers Attitudes ◽  
Unbroken Line

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

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 Autopercepción de la vocación en docentes de educación física escolar en Chile

2018 ◽  
pp. 203-229
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Physical Education ◽  
Education System ◽  
Work Experience ◽  
Teaching Experience ◽  
Qualitative Approach ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Social Commitment ◽  
Affective Component ◽  
El Sistema

Este estudio tuvo por objetivo comprender la dinámica de la vocación, en el transcurso de la experiencia laboral de los docentes de educación física que se desempeñan en el sistema educativo escolar. La metodología utilizada corresponde al enfoque cualitativo y la participación consta de nueve docentes hombres, con edades comprendidas entre los 34 y los 62 años. El promedio de experiencia docente de los participantes es de 24 años. Los datos fueron recopilados a través de entrevistas semi-estructuradas y sometidos a un análisis de contenido deductivo-inductivo. En los resultados se presentan las siguientes familias de códigos: a) representación de la vocación docente; b) vocación por la educación física; c) factores que incentivan la vocación docente; d) factores que perjudican la vocación docente. Se concluye que la vocación docente tiene un significativo componente afectivo, que ha estimulado a los docentes a desarrollar un compromiso social durante su labor educativa.Self-perception of the vocation in school physical education teachers in ChileAbstractThe purpose of this study was to understand the dynamics of the vocation, in the course of the work experience of physical education teachers who work in the school education system. The methodology used corresponds to the qualitative approach and the participation consists of nine male teachers, aged between 34 and 62 years. The average teaching experience of the participants is 24 years. The data was collected through semi-structured interviews and subjected to an analysis of deductive-inductive content. The following families of codes are presented in the results: a) representation of the teaching vocation; b) vocation for physical education; c) factors that encourage the teaching vocation; d) factors that harm the teaching vocation. It is concluded that the teaching vocation has a significant affective component, which has stimulated teachers to develop a social commitment during their educational work.Recibido: 29 de abril de 2018Aceptado: 05 de julio de 2018

Singapore teachers’ attitudes towards the use of information and communication technologies in physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 481-494 ◽  
Author(s):  
Nien Xiang Tou ◽  
Ying Hwa Kee ◽  
Koon Teck Koh ◽  
Martin Camiré ◽  
Jia Yi Chow
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Physical Education Teachers ◽  
Full Time ◽  
Demographic Groups ◽  
Significant Difference ◽  
Information And Communication ◽  
Teachers Attitudes

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Survey Methods ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Health And Physical Education ◽  
Years Of Teaching Experience ◽  
Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

Classroom Management Problems, Strategies and Influences in Physical Education

1997 ◽  
Vol 3 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Ann McCormack
Keyword(s):  
Physical Education ◽  
Classroom Management ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Good Teaching ◽  
Teaching Situation ◽  
Years Of Teaching Experience ◽  
Management Problems ◽  
Behavioural Aspects

Both nationally and internationally the quality of education is a major concern and governments continue to address this need through reforms and policies aimed at im proving the quality of teaching and teacher education. Classroom studies of effective teaching have focused on the behavioural aspects of teaching and highlighted classroom management as one of the most important features of good teaching. This article investigates classroom management problems, strategies and influences as identified by a group of 75 pre service physical education teachers - after the completion of a four week practicum experience - and a group of 65 in-service physical education teachers with varying years of teaching experience. Variables such as gender and mastery of the teaching situation gained through years of teaching experience will be analysed to detect any significant differences or trends. Results of the study gained through quantitative analysis will be outlined and interpreted. Recommendations will be made for the provision of more relevant pedagogical programmes and strategies to assist future preservice physical education teachers develop competence in classroom manage ment.

scholarly journals Percepción de competencia del profesorado de educación física con experiencia sobre la tarea como recurso didáctico (Perceived competence of experienced physical education teachers about the task as a didactic resource)

Retos ◽  
2015 ◽  
pp. 16-18
Author(s):  
Mario Díaz del Cueto ◽  
Raquel Aguado Gómez
Keyword(s):  
Physical Education ◽  
Teaching Experience ◽  
Perceived Competence ◽  
Physical Education Teachers ◽  
Teaching Tool ◽  
Teaching Skills ◽  
Self Perception ◽  
Years Of Teaching Experience ◽  
Autonomous Regions ◽  
Knowledge Of Content

El estudio que se presenta en el presente artículo trata de conocer la percepción del profesorado sobre su propia competencia referida al conocimiento del contenido y a la tarea como herramienta didáctica. En el  estudio participaron un total de 173 docentes en Educación Física que realizan su función en las etapas de Primaria y Secundaria en 9 Comunidades Autónomas. Para la obtención de información cumplimentaron un cuestionario, realizándose, asimismo, un análisis audiovisual de 10 clases previamente grabadas. Los resultados muestran que los docentes, independientemente de la etapa educativa en la que imparten su docencia, de los años de experiencia docente y del tipo de tarea, buscan que el alumnado participe (con un sentido más lúdico o deportivo según la etapa educativa) de forma organizada y manteniendo las normas establecidas, no observándose modificaciones o ajustes de los modelos previamente verbalizados y/o ejemplificados.Palabras clave: Autopercepción; competencias docentes; contenidos; tareas; Educación Física.Abstract: The study presented in this article attempts to comprehend the perception of teachers about their own competence in terms of knowledge of content and tasks as a teaching tool. The study included 173 physical education teachers while performing their role in Primary and Secondary stages in 9 autonomous regions. Information was obtained from a questionnaire, and analysis was carried out on 10 previously recorded classes. The results show that teachers, independently of the educational stage which is taught, years of teaching experience and type of task that students seeking to participate (with a more playful or sport as an educational stage) of maintaining an organized and established standards, observed no changes or adjustments to the models previously verbalized and / or exemplified.Key words: Self-perception; teaching skills; content; tasks; Physical Education.

scholarly journals Experiencia docente en Educación Física y alumnos con necesidades educativas específicas: estudio de correlación (Teaching experience in physical education and pupils with special educational needs: a study of correlation)

Retos ◽  
2015 ◽  
pp. 16-21
Author(s):  
Jesús Molina Saorín ◽  
Claudio Marques Mandarino
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Work Experience ◽  
Teaching Experience ◽  
Primary Teachers ◽  
Descriptive Study ◽  
Physical Education Teachers ◽  
Special Educational Needs ◽  
Significance Level ◽  
Educación Primaria

El objetivo de esta investigación es identificar la interdependencia existente entre la experiencia docente del profesorado de Educación Física, en relación con sus opiniones sobre la inclusión de los alumnos con necesidades educativas especiales. Es un estudio de carácter descriptivo y correlacional, cuya muestra está formada por 107 profesores de educación primaria, divididos en dos grupos: profesores con docencia igual o inferior a una década (PAD) y superior a una década (POD). Hemos utilizado un cuestionario traducido al portugués (Hernández, Hospital y López, 1997). Para el análisis de los datos, hemos utilizado el test Chi-Cuadrado, con un nivel de significatividad por debajo de 0,05. Con relación a los resultados, hemos identificado diferencias importantes entre el grupo PAD y el POD. Tras el análisis, podemos decir que la experiencia docente vivida es una variable que establece diferencias significativas en las opiniones sobre la inclusión de alumnos con necesidades educativas específicas.Abstract: The objective of this research is to identify the interdependence between teaching experience from Physical Education teachers and their opinions about the special needs pupils’ inclusion. It is a correlative and descriptive study. The sample is made up of 107 Primary teachers, divided in to two groups: teachers whose work experience is equal or less than one decade (PAD) and teachers with more than one decade’s experience (POD). The questionnaire was translated into Portuguese (Hernandez, Hospital y Lopez, 1997). To analyse the results we have used the ‘Chi-Cuadrado’ test, with a relevant meaning significance level of under 0.05. Based on the results, we have identified relevant differences between the groups PAD and POD. After analysing this, we are able to say that teaching experience is a variable that establishes important differences in the opinion about the inclusion of specific needs pupils.

scholarly journals Attitudes of Physical Education Teachers towards Their Work as a Precondition of Their Professional Position

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 145-158
Author(s):  
Laima Trinkūnienė
Keyword(s):  
Physical Education ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Point Scale ◽  
Men And Women ◽  
Female Teachers ◽  
Communication Problems ◽  
Teachers Attitudes ◽  
Work Abroad

The aim of the present research was to reveal the attitudes of physical education teachers towards their work as a precondition of their professional position. Independent sample consisted of 324 Lithuanian physical education teachers (183 men and 141 women, or 56.6 per cent and 43.5 percent). Teachers’ attitudes towards their work were revealed using a 14-point scale developed on the basis of V. Gerikienė (2007) questionnaire. It was established that both male and female teachers did not demonstrate high levels of affective identity (organizational pride where they work, happiness to take a certain position) with their organization. The work of physical education teacher was slightly more interesting to women (p < 0.07). Both men and women did not intend to change profession and go to work abroad. Younger physical education teachers more emotionally identified with their schools and they more supported the idea that work at school should be based on trust and responsibility. Women with a teaching experience of less than 20 years, more than their male colleagues with the same experience, were proud of their schools and paid more attention to their professional development, besides they would much more recommend this profession for their children. Physical education teachers (men and women) had no communication problems with their pupils.

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.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Sign in / Sign up

Export Citation Format

Share Document