New Potential Solutions for Mentors in the Development of Physical Education Teachers

The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

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New Potential Solutions for Mentors in the Development of Physical Education Teachers

STADIUM - Hungarian Journal of Sport Sciences ◽

10.36439/shjs/2018/1/12 ◽

2021 ◽

Vol 1 (1) ◽

Author(s):

István Győri ◽

József Márton Pucsok ◽

Melinda Biró

Keyword(s):

Higher Education ◽

Professional Development ◽

Teacher Education ◽

Public Education ◽

Physical Education ◽

Physical Education Teachers ◽

The Past ◽

Key Aspects ◽

Special Factors

The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

Download Full-text

New Potential Solutions for Mentors in the Development of Physical Education Teachers

STADIUM - Hungarian Journal of Sport Sciences ◽

10.36439/sjsc/2018/1/12 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

István Győri ◽

József Márton Pucsok ◽

Melinda Biró

Keyword(s):

Higher Education ◽

Professional Development ◽

Teacher Education ◽

Public Education ◽

Physical Education ◽

Physical Education Teachers ◽

The Past ◽

Key Aspects ◽

Special Factors

The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

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Student Teaching and the Pedagogy of Necessity

Journal of Teaching in Physical Education ◽

10.1123/jtpe.7.2.82 ◽

1988 ◽

Vol 7 (2) ◽

pp. 82-89 ◽

Cited By ~ 38

Author(s):

Richard I. Tinning

Keyword(s):

Professional Development ◽

Teacher Education ◽

Physical Education ◽

Student Teaching ◽

Professional Knowledge ◽

Significant Part ◽

Physical Education Teachers ◽

Critical Inquiry ◽

Technical Rationality

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

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Initial teacher education and continuing professional development: the perspectives of special school physical education teachers

Curriculum Studies in Health and Physical Education ◽

10.1080/25742981.2019.1696687 ◽

2019 ◽

Vol 11 (1) ◽

pp. 18-33 ◽

Cited By ~ 2

Author(s):

Anthony John Maher ◽

Hayley Fitzgerald

Keyword(s):

Professional Development ◽

Teacher Education ◽

Physical Education ◽

Continuing Professional Development ◽

Initial Teacher Education ◽

Physical Education Teachers ◽

Special School

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The Role of Reflection in Shaping Physical Education Teachers’ Educational Values and Practices

Journal of Teaching in Physical Education ◽

10.1123/jtpe.17.1.2 ◽

1997 ◽

Vol 17 (1) ◽

pp. 2-25 ◽

Cited By ~ 28

Author(s):

Niki Tsangaridou ◽

Mary O’Sullivan

Keyword(s):

Professional Development ◽

Physical Education ◽

Classroom Practice ◽

Teaching And Learning ◽

Social Issues ◽

Physical Education Teachers ◽

Pedagogical Content ◽

Suburban School Districts ◽

And Function

This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.

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Coaching for Publication in Higher Education: Views of the Coach

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2011.1346 ◽

2011 ◽

Author(s):

Jose Frantz ◽

Julie Phillips ◽

Anthea Rhoda

Keyword(s):

Higher Education ◽

Professional Development ◽

Information Sharing ◽

Support Group ◽

Participatory Action ◽

Writing For Publication ◽

Continuous Support ◽

Development Approach ◽

Key Aspects

Mentoring is a professional development approach that can be effectively used in improving publication outputs among academics. The challenge to develop academics in the area of publication is essential. This study highlights the role of the mentor in the process of encouraging academics to improve their skill in publishing. Method: Participatory action research was used in this study. Nine academics, with the authors as mentors, participated in a support group over a 10-week period and monthly follow ups for 12-months. Results: Key aspects identified by the mentors were information sharing, providing and receiving feedback, and continuous support and motivation. Support in developing novice authors does not end when the manuscript is submitted but has to be maintained throughout the process until publication. Conclusion: Mentoring can assist in the development of academics regarding the skills for writing for publication.

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Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147342 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7342

Author(s):

Géraldine Escriva-Boulley ◽

Emma Guillet-Descas ◽

Nathalie Aelterman ◽

Maarten Vansteenkiste ◽

Nele Van Doren ◽

...

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Future Research ◽

Physical Education Teachers ◽

Structure Control ◽

Fine Grained ◽

Circular Structure ◽

Need Support ◽

Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

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