scholarly journals Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study

2021 ◽  
Vol 44 (1) ◽  
pp. 202-231
Author(s):  
Stephanie Truelove ◽  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary School ◽  
Physical Education ◽  
Elementary School Teachers ◽  
Technology Use ◽  
Self Efficacy ◽  
Advanced Training ◽  
School Teachers ◽  
Training Professional

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. Keywords: physical education, elementary school, generalist, specialist, physical activity

Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

2021 ◽  
Vol 40 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Stephanie Truelove ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Quality ◽  
School Teachers ◽  
Significant Difference ◽  
Generalist Teachers

Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.

scholarly journals Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

2018 ◽  
Vol 24 (1) ◽  
pp. 1 ◽  
Author(s):  
Mirjana Joksimović ◽  
Ashlee Robertson ◽  
Borivoje Đokić ◽  
Lazar Dražeta
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Technology Use ◽  
Classroom Practice ◽  
Research Question ◽  
Successful Implementation ◽  
School Teachers ◽  
Development Data ◽  
Pass Through

Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation: The research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in classroom practice. The concept draws upon the TPACK framework while discussion and recommendations draw upon the UTAUT stages that teachers pass through when faced with new innovations. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Idea: The idea of this study is to look at the effectiveness of professional development to integrate technology into classroom practice and to allow for recommendations for improved technology-based professional development. Data: Data collected from a paper-based survey was completed by elementary school teachers in the school district of the city

Realization of the “Design of the Meta-subject Сomponent of Primary General Education” Module in the Program of Professional Development of Elementary School Teachers

10.12737/7332 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 22-27
Author(s):  
Храмцова ◽  
Natalya Khramtsova
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
General Education ◽  
Elementary School Teachers ◽  
Federal State ◽  
Advanced Training ◽  
School Teachers ◽  
Educational Standard ◽  
Training Courses ◽  
State Educational

By designing a meta-subject component of the content of education thisarticle displays actual problems of developingcompetencies declared in the professional teacher’s standard by elementary school teachers. The paper describes implementation of the meta-subject component module design through the use of various forms of advanced training courses as one of the effective ways of training elementary school teachers for solving tasks to fulfil the requirements of the Federal state educational standard of the primary general education (FSES PGE ) regarding achievement of meta-subject academic results of junior school children.

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