scholarly journals Physical Education Cooperating Teachers’ perspectives on professional ethics

2020 ◽  
Vol 6 (1) ◽  
pp. 46-50
Author(s):  
Elsa Ribeiro-Silva ◽  
Catarina Amorim
Keyword(s):  
Physical Education ◽  
Professional Ethics ◽  
Qualitative Methodology ◽  
Cooperating Teachers ◽  
Structured Interview ◽  
Teaching Profession ◽  
Human Interaction ◽  
Professional Attitude ◽  
Teachers Perspectives ◽  
The University

The teaching profession, being a profession that above all requires human interaction, is inseparable from ethics (Castilho, 2018). Initial teacher training is recognised by its impact in professional development of pre-service teachers, and cooperating teachers are fundamental in this stage. The ethical-professional attitude is transversal to all knowledge related to initial education. Therefore, it is important to study the perspective of cooperating teachers regarding professional ethics. This article presents case studies concerning Portuguese physical education cooperating teachers’ perspective of pre-service teachers’ professional ethics. We followed a qualitative methodology and data was collected from a semi-structured interview with 5 questions. It was interviewed 5 cooperating teachers of the master’s degree in Teaching Physical Education in the University of Coimbra. Data was analysed through thematic content analysis (Bardin, 2011) and revealed that cooperating teachers focus mainly on the personal conduct shown by pre-service teachers. These results reveal a reductionist perception of the notion of professional ethics and the association of professional ethics to personal ethics.

scholarly journals OLD OR NEW: RETROSPECTIVE APPRAISAL AND WORK EXPERIENCES OF MUSIC, ARTS, AND PHYSICAL EDUCATION UNIVERSITY GRADUATES

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Marino A. Garcia ◽  
Dolores O. Cuizon
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Professional Growth ◽  
Structured Interview ◽  
Teaching Profession ◽  
University Graduates ◽  
Work Experiences ◽  
Retrospective Evaluation ◽  
University Experience ◽  
The University

The study intended to look back the experiences of the last batch of the university graduates taking Music, Arts and Physical Education as the area of specialization in Education in one of the Higher Education Institutions in Cebu, Philippines. Specifically, the study elaborated on the graduates’ personal and professional characteristics, retrospective evaluation, perceived levels of self-efficacy and lived experiences of the graduates on how the program aided them in their teaching profession. Concurrent mixed method was utilized in the study: (1) descriptive retrospective survey using a questionnaire (quantitative) and (2) narrative inquiry design (qualitative) using semi-structured interview with the nine graduates as the key informants of the study. All nine graduates are employed, with seven of them teaching in their field. Graduates’ retrospective evaluation of their university experience revealed that their practicum experience was the most relevant which provided them the edge and opportunity to taste the reality of teaching. The strength of the program is identified in dance and sports while the teaching of health, music and arts-related courses were regarded weak. Graduates perceived level of self – efficacy was high as indicated by their ability to develop initiatives towards professional growth, and to work with people of different backgrounds. Further, three (3) emerging themes revealed as the self-instilled work values of the graduates such as persistence, love of work and open-mindedness that assisted them to be able to sustain and survive in their teaching career. This study concluded that Music, Arts and Physical Education (MAPE) is still relevant even with the existence of the new mandated Physical Education curricular program to the development of the knowledge, skills, attitudes and competencies of the MAPE graduates vis-à-vis to the demand and need of the labor market and of what is expected from them in this changing time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

scholarly journals Ações pedagógicas ligadas à escola na formação inicial de licenciatura em educação física

2018 ◽  
Vol 17 (1) ◽  
pp. 87-96
Author(s):  
Camila Rinaldi Bisconsini ◽  
Arestides Pereira da Silva Júnior ◽  
Amauri Aparecido Bássoli de Oliveira
Keyword(s):  
Physical Education ◽  
Basic Education ◽  
School Context ◽  
Structured Interview ◽  
Theory And Practice ◽  
Initial Training ◽  
University Environment ◽  
Education Degree ◽  
The University ◽  
Training Objective

Objetivo: averiguar as ações pedagógicas adotadas por docentes de um curso de Licenciatura em Educação Física para abordar a escola no decorrer das aulas. Métodos: participaram da pesquisa 41 acadêmicos do último ano e 18 professores permanentes de um curso de Licenciatura em Educação Física, os quais participaram de entrevista semiestruturada. Os dados foram tratados por meio de análise de conteúdo, com a utilização do software de análise qualitativa NVivo 10. Resultados: Os resultados demonstram que os professores, de modo geral, estabelecem relações entre os conteúdos e a escola por meio de discussões nas salas de aula na universidade, ou ainda promovem aulas simuladas, nas quais os acadêmicos planejam e ensinam conteúdos para a própria turma no ambiente universitário. No entanto, constatou-se que são raras as ações que oportunizam a aproximação entre teoria e prática, por meio de encontros, visitas, aulas e demais práticas de ensino no contexto escolar da Educação Básica. Conclusão: reforça-se a necessidade de possibilitar ao futuro professor de Educação Física a sua imersão na realidade da escola, como forma de vivenciar in loco os elementos básicos e aplicados do ser professor.ABSTRACT.  Pedagogical actions linked to school in the physical education initial training. Objective: to investigate the pedagogical actions adopted by professors of a degree in Physical Education to approach the school in the course of the classes. Methods: thirty-one students of a last year course and eighteen permanent professors from a Physical Education degree participated in the study, by a semi-structured interview. The results were treated through content analysis using the NVivo 10 qualitative analysis software. Results: the results demonstrate that professors, in general, establish relationships between content and school through discussions in the classroom university, or they promote simulated classes in which students plan and teach content for their own class in the university environment. However, it has been observed that there are few opportunities in which the approach between theory and practice is approached through meetings, visits, classes and other teaching practices in the school context of Basic Education. Conclusion:  the need to enable the future Physical Education teacher to be immersed in the reality of the school is reinforced as a way of experiencing in practice the basic and applied elements of being a teacher.

scholarly journals PROMOTING LEARNER AUTONOMY IN AN ESL CONTEXT IN PAKISTANI UNIVERSITIES: A TEACHERS’ PERSPECTIVE

2021 ◽  
Vol 9 (3) ◽  
pp. 1048-1055
Author(s):  
Asma Kashif Shahzad ◽  
Akifa Imtiaz ◽  
Tahira Asgher
Keyword(s):  
English Language ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Esl Teachers ◽  
Language Classrooms ◽  
University Level ◽  
Teachers Perspectives ◽  
The University

Purpose of the study: The present research aims to study the effectiveness of using learner autonomy in English language classrooms at the university level from teachers' perspectives. The study seeks to determine what roles can be performed by the language teachers while fostering learner autonomy at the university level. Methodology: The study is descriptive and qualitative. The data has been collected with the help of a structured interview. The researchers prepared a list of questions to collect data from the interviews with 19 ESL teachers. The respondents are from the five universities of South Punjab. The interviews are recorded and transcribed and further analysed in terms of thematic categories discussed with the teachers. Main findings: The research explores a great deal of awareness of the concept of learner autonomy among university teachers, which they use indirectly or directly in their classroom teaching. The teachers discuss many roles they can perform to develop and use autonomy in the English language classroom. They express that practising autonomous learning in an ESL context could result in learning the English language more naturally and effectively. Application of this study: The present study contributes to using and developing learner autonomy in an ESL context. It would be an inspiration to research and explore more avenues of systematic inquiry in the field it deals with. The pedagogical implication of the study is that it would help ESL teachers practice the concept in their classroom teaching effectively. Novelty/Originality of this study: Most of the studies found in the field of learner autonomy are learner-centered. our research explores the phenomenon from the viewpoint of language teachers. The study focuses on the effectiveness of learner autonomy perceived by the teachers. It further records the teachers' opinions about what role(s) they can perform to practice it in the classroom.

OPINIONS OF PHYSICAL EDUCATION AND SPORTS TEACHER CANDIDATES ON THE PRESENT AND FUTURE OF THE PROFESSION

2021 ◽  
Vol 6 (16) ◽  
pp. 167-178
Author(s):  
Muhammet TORTUMLU
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Personal Information ◽  
Structured Interview ◽  
Teaching Profession ◽  
Grade Point Averages ◽  
Grade Point ◽  
Content Analysis Method ◽  
Technological Developments ◽  
Data Content

The main purpose of this research is to determine the views of physical education and sports teacher candidates about the current situation and future of their profession. The current study employed the phenomenological design, one of the qualitative research designs. This study was conducted with twenty-four physical education and sports teacher candidates living in different regions of Turkey, of different genders, ages, and academic grade point averages between the years 2020-2021. The participants of the current study were selected by using the maximum variation sampling method, one of the purposive sampling methods. The data were collected by using the personal information form prepared by the researchers and a semi-structured interview form administered online. In the analysis of the collected data, content analysis method was used. The findings obtained as a result of the research were examined within the framework of four main themes: the importance of physical education and the sports teaching profession, the image of the profession, the features required by the profession, and the opinions on the profession depending on technological developments. These findings obtained in the current study were discussed in reference to the literature and suggestions were made in light of the findings.

scholarly journals A visão dos estagiários sobre a docência a partir do estágio curricular supervisionado em Educação Física [The intern’s view about teaching at a school since the practicum in physical education]

2020 ◽  
Vol 7 (2) ◽  
pp. 4-13
Author(s):  
Dijnane Vedovatto ◽  
Rodrigo Caetano Ribeiro
Keyword(s):  
Physical Education ◽  
Basic Education ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Joint Work ◽  
Documentary Analysis ◽  
School Based ◽  
Education School ◽  
Education Degree ◽  
The University

The study sought to raise the perception of trainees about teaching in the basic education school, based on the experiences developed in the pre-service. The data collection instruments involved questionnaires with 18 interns who participated in the practicum course 1 of the Physical Education degree course at a public university, documentary analysis of the internship reports and the course's pedagogical plan and semi-structured interviews with part of the interns. The experiences developed at internship discipline enabled the trainees: a) To recognize the welcoming of the school's teachers, as well as to identify their different formatives roles in the school; b) To understand the difficulties in the development of the teacher's work in its most varied aspects, highlighting the importance of lesson planning. c) Defining about the engagement (or not) on facing the choice of the teaching profession. Such learning was favored due to the work carried out in partnership between university and school, established as a two-way street, which allowed to promote a joint work with the university, which has been aimed a better quality in the training of teachers for basic education.

scholarly journals Pibid e o fazer docente na formação inicial de educação física e artes

2017 ◽  
Vol 15 (2) ◽  
pp. 87-96
Author(s):  
Camila De Oliveira Rodrigues ◽  
Fernanda De Souza Cardoso
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Dance Education ◽  
Structured Interview ◽  
Teaching Profession ◽  
State University ◽  
Initial Formation ◽  
Descriptive Research ◽  
The Arts ◽  
Qualitative Descriptive

O presente estudo teve como objetivo verificar as possibilidades e contribuições para o processo de formação inicial em Educação Física Licenciatura e Artes, advindas da implantação do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), sob a perspectiva dos integrantes do Subprojeto Dança-Educação, bem como apontar problemas e desafios da formação através da prática docente e discutir sobre o ensino da dança, seus sentidos e possibilidades na escola. Trata-se de uma pesquisa descritiva qualitativa, tendo como participantes da pesquisa 09 (nove) acadêmicos da Universidade Estadual de Montes Claros, com 04 (quatro) componentes pertencentes ao curso de Educação Física e 05 (cinco) deles pertencentes ao curso de Artes. O instrumento de pesquisa utilizado foi uma entrevista semiestruturada, constituída de 07 (sete) questões discursivas, construídas a partir do objetivo proposto. A análise dos dados foi feita através da análise de conteúdo que se constitui como uma das técnicas de organização e análise dos dados na pesquisa qualitativa. Concluiu-se que, após a inserção do PIBID na universidade, os acadêmicos dos cursos de Educação Física e Artes reformularam suas posturas e teorias do fazer docente, por meio das experiências vivenciadas no cotidiano escolar, repensando se realmente querem trabalhar com a docência e se estão preparados, de acordo com a formação obtida na faculdade, para enfrentar os desafios do exercício profissional.ABSTRACT. PIBID and the teaching profession in the initial formation of physical education and arts. This study aimed to examine the possibilities and contributions to the initial formation process in Physical Education Degree and Arts, coming from the implementation of PIBID (Institutional Program initiation grants the Teaching) from the pespective of members of the Subproject Dance-education, as well as point out problems and challenges of training through teaching practice and discuss the teaching of dance, his senses and possibilities in the school. It is a qualitative descriptive research , with 09 (nine) scholars from the State University of Montes Claros, with 04 (four) components belonging to the Physical Education course and 05 (five) of them belonging to the Arts course. The survey instrument used was a semi-structured interview consisting of seven essay questions, constructed from the proposed objective. The analysis of the data was made through the content analysis that constitutes as one of the techniques of organization and analysis of the data in the qualitative research. It was concluded that, after the insertion of the PIBID in the univesity, the academics of the Physical Education and Arts courses reformulated their postures and theories of the teacher making, through the experiences lived in the school routine, rethinking if they really want to work with the teaching and if Are prepared, according to the training obtained in the college, to face the challenges of the professional exercise.

scholarly journals Los deportistas de élite en el sistema universitario español (Elite athletes in the Spanish university system)

Retos ◽  
2017 ◽  
pp. 162-168
Author(s):  
Pablo Blanco García ◽  
Pablo Burillo Naranjo
Keyword(s):  
Qualitative Methodology ◽  
Elite Athletes ◽  
Structured Interview ◽  
Open Questions ◽  
El Sistema ◽  
Sport Activities ◽  
Aids Program ◽  
Academic Assignments ◽  
The University

Los Servicios de Deportes se encargan de la gestión de todas las tareas relacionadas con la actividad deportiva en las universidades con el objetivo de satisfacer las necesidades del alumnado. Por ello, los deportistas de élite deben contar con un programa de becas que les permita compaginar su formación académica con la práctica deportiva. Esta investigación pretende conocer la opinión de los deportistas que estudian en los centros académicos nacionales y están becados por el Consejo Superior de Deportes, las Comunidades Autónomas o el programa de la Asociación de Deportes Olímpicos acerca del sistema universitario. Se ha utilizado una metodología cualitativa, basada en el estudio de caso, y se ha diseñado una entrevista estructurada. Dicho instrumento está compuesto por 19 preguntas abiertas, agrupadas en tres bloques, que se ha desarrollado sobre una muestra de 28 sujetos. Los deportistas de élite eligen la universidad donde cursar sus estudios por motivos de residencia y encuentran inconvenientes entre el calendario académico y deportivo. Las universidades no disponen del mismo programa de ayudas al estudio pero, normalmente, cuentan con varias becas: flexibilidad académica, tutor, créditos de libre elección, ayudas económicas y uso gratuito de instalaciones deportivas. El modelo deportivo universitario se orienta hacia la participación y los entrevistados consideran relevantes las competiciones, donde suelen estar acompañados por técnicos universitarios, al proporcionarles becas de rendimiento. Por lo general, la planificación deportiva es coordinada por sus clubs o federaciones donde también llevan a cabo los entrenamientos, pese a que les gustaría realizarlos en instalaciones universitarias. Abstract. Sports Services are responsible for managing all tasks related to sport activities within the universities, with the aim of satisfying students’ needs. For this reason, elite athletes should receive grants that allow them to combine their academic assignments with sports trainings. This research intends to understand the opinion of athletes who study in national higher education institutions and are receive grants from the Superior Counsel of Sports, an Autonomous Community, or a program from the Olympic Sports Association. A qualitative methodology has been used, based on case study, and a structured interview has been designed. This instrument is composed of 19 open questions, grouped into three blocks. The interview has been developed on a sample of 28 subjects. Elite athletes enroll in universities based on residence and find inconveniences between academic and sport calendar. Universities do not offer a same study aids program. However, they usually offer several of these grants: academic flexibility, tutoring, free choice credits, financial aid, and free use of sports facilities. The university sport model is oriented towards participation and interviewees consider competitions, where they are usually accompanied by university coaches, as relevant as they provide them with performance grants. In general, sport planning is coordinated by their clubs or by the national federations under which they are training, although they would like to do it in university facilities.

scholarly journals What Physical Education Trainees Think about Teaching Profession and Mentoring during a TVET Practical Traineeship?

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Hassan Melki ◽  
◽  
Mohamed Sami Bouzid ◽  
◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Teaching Profession ◽  
University Teaching ◽  
Vocational Education And Training ◽  
Education Students ◽  
Physical Education Students ◽  
The University ◽  
The Relationship ◽  
And Training

The attitude of futures teachers of physical education and mentorship, are two mainvariables that may affect the number of student teachers being part of the profession, particularly in physical education universities that offer technical and vocational education and training (TVET).Therefore, the purpose of this study is to investigate attitudes of pre-service teachers toward the physical education teaching profession. In addition, this research attempts to understand whether the relationship between mentors and students affects the transfer of learning from the university during a practical teaching internship.This is a quantitative study using a questionnaire to examine attitudes towards the teaching profession and understand the views on mentoring of 169 physical education students in Tunisia to illustrate the importance of professional mentoring work.A descriptive statistics including means and standard deviations were used to describe each item and the mean of all items for each scale. In this context, SPSS (Statistical Package for Social Sciences) 16.0 software was applied.It was revealed that student teachers' answers were significantly higher while taking into consideration both of university teaching methods and of advice of university supervisor. These findings pave the way for integral implications: a greater transition from university learning to practice, producing future teachers who are ready to integrate and implementing university practices in a new context.

EXTERNAL DEVELOPMENT FACTORS OF UNIVERSITY LECTURERS

2018 ◽  
Vol 1 ◽  
pp. 476-487
Author(s):  
Ausra Rutkiene ◽  
Jolita Ančlauskaitė
Keyword(s):  
Knowledge Society ◽  
Structured Interview ◽  
Teaching Profession ◽  
Professional Activity ◽  
University Teachers ◽  
Wide Range ◽  
University Lecturers ◽  
The University ◽  
Personal Interests

In the context of the knowledge society the university teachers face increasing challenges. They are required a wide range of education as well as a constant desire for improvement fallowing up and applying innovations in their work. This article examines the teaching of a university lecturer in a non-formal or an informal way in order to find out what factors lead by representatives of this field trying to improve their competencies as the knowledge creator and disseminator. The survey was conducted by interviewing university lecturers during a semi-structured interview. The results of empirical research have shown that non-formal or informal learning for teachers is an integral part of their professional activity and they tend to pursue their personal interests in the most part in gaining knowledge or new experience to satisfy their curiosity, to satisfy students or to overcome certain challenges. In the professional environment, the impetus for learning is felt through the improvement of the quality of students and lectures, the desire to be equal partners in science to their colleagues and the perception that the teaching profession requires multidisciplinarity. Continuous learning has also been identified as a condition for pursuing a career or simply to maintain a job and meet the high academic requirements of the teaching profession.

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