Relevant bibliographies by topics / PE teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'PE teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "PE teachers"

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Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (July 30, 2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.

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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
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Sokolenko, Olena. "Future PE Teachers’ Creative Personality Formation Features." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 346–55. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-346-355.

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The article is devoted to the research of the problem of future teachers of physical education’s creative personality formation features. The goal of the article is to theoretically substantiate the future teachers of physical education’s creative personality formation peculiarities during their study in Higher educational institutions. The article goes into qualities that may serve for estimation of the future PF teacher’s individual personality traits such as ideological and political, moral, volitional, behavior in the team, attitude to work, personal and professional. The components of the pedagogical creativity of a physical education teacher are the experience of creative activity, which gives confidence in the correctness of the chosen way of communication with students and direct interaction with them (based on the creative potential of the individual); psychological, pedagogical and special knowledge; creativity, new ideas that allow someone to find and apply distinctive and non-standard solutions in its professional activity; motion experience as a specific indicator, without which it is impossible to talk about the professional suitability of a physical education teacher. For the increase of motivation of the creative activity of students of higher educational institutions specialty “Secondary education. (Physical Education)” it is perceived to attract them to research work and continuous practice starting from 2nd year. It is recommended to put the focus on creative approach towards tasks in the process of their theoretical training by mastering the system of necessary theoretical knowledge; to develop special systems of creative tasks and types of work that bring students of higher educational institutions to the tasks and methods of the teacher’s performance on the level of proficiency and innovation. To develop creative approach towards future teachers of PR’s professional activity it is necessary to implement the system of problem tasks (theoretical, practical, set of movements) into the educational process in all the disciplines. The system of problem tasks is based on methods that stimulate thinking outside the box and shows the problems of PE Teacher’s activity in a real way.
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Lee, Okseon, Okseon Lee, and Okseon Lee. "Characteristics of Korean Secondary Female PE Teachers’ Voluntary Professional Development." IJASS(International Journal of Applied Sports Sciences) 33, no. 2 (December 31, 2021): 238–47. http://dx.doi.org/10.24985/ijass.2021.33.2.238.

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The purpose of this study was to investigate the characteristics of Korean female secondary PE teachers’ voluntary professional development(PD) activity participation in relation to female PE teachers’ perceived professional identity. Data were collected from online questionnaires (n=107) and in-depth interviews (n=15) with female secondary PE teachers. Findings revealed that female PE teachers’ voluntary professional development activities were characterized as: (a) prevalence in sport skill development activities in order to overcome relatively a low level of sport skills than that of male PE teachers, (b) dominance of self-directed learning activities with the Internet search or reading, and (c) seeking ideal mix of theory and practice by participating in teacher learning communities. Female PE teachers’ voluntary PD participation was related to their notion of PE subject as sport skills-centered subject, relatively weak professional identity due to lack of sport skills compared with male teachers, and perceiving teacher learning community as a viable learning context to support their everyday pedagogical PE practice.
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Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.
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Truelove, Stephanie, Andrew M. Johnson, Shauna M. Burke, and Patricia Tucker. "Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 10–20. http://dx.doi.org/10.1123/jtpe.2019-0091.

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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.
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Lounsbery, Monica A. F., Thomas L. McKenzie, Stewart Trost, and Nicole J. Smith. "Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools." Journal of Physical Activity and Health 8, s1 (January 2011): S17—S25. http://dx.doi.org/10.1123/jpah.8.s1.s17.

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Background:Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.Methods:Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.Results:Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.Conclusions:To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
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Gill, Monique, Sarah E. Roth, Lindsay N. Rice, Michael L. Prelip, and Deborah Koniak-Griffin. "“You Only Teach PE and It Doesn’t Really Matter”: Middle School PE Teachers’ Perspectives on Intervention Efforts to Increase Physical Activity." Journal of School Nursing 36, no. 2 (August 29, 2018): 94–103. http://dx.doi.org/10.1177/1059840518795039.

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Physical education (PE) is a frequent site of public health intervention to promote physical activity (PA); however, intervention research frequently overlooks the perspective of PE teachers. The purpose of this qualitative study was to explore teachers’ experiences with and perceptions of a PA curriculum intervention. Six findings within three categories were identified and described in detail. In-depth one-on-one semistructured interviews were conducted with nine PE teachers from eight middle schools in Los Angeles. Feeling underappreciated and having a “muddled mission” within PE were driving factors in teacher morale and practice. Teachers had positive experiences with the curriculum, but significant barriers remained and limited the potential for PA during PE classes. PE teachers are pulled in multiple directions and perceive a lack of necessary support systems to achieve student health goals. Interventions aimed at leveraging PE as a site of PA promotion must incorporate the perspectives of PE teachers.
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Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.

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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
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Arifin, Arifin, and Enung Hasanah. "Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 27, 2021): 35–46. http://dx.doi.org/10.33369/jk.v5i1.14251.

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This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.
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Clohessy, Liam, Richard Bowles, and Déirdre Ní Chróinín. "Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education." European Physical Education Review 26, no. 2 (September 30, 2019): 571–86. http://dx.doi.org/10.1177/1356336x19877195.

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Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.
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Dissertations / Theses on the topic "PE teachers"

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Wong, Tak-wing Paul. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601915.

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Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.

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Wong, Tak-wing Paul, and 王德榮. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959088.

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Swan, A. "Learning from multilingual teachers of English." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.

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The changing nature of English Language teaching in today’s world, driven by the forces of Globalisation, prompts a number of questions about the roles and identities of English language teachers. Previously acceptable dichotomies, notably ‘native/non-native speaker’ and ‘Centre/Periphery’ are consequently being challenged in studies of who teaches English, where they teach it and what they teach. I embarked on the current study because I felt that the ‘native/non-native’ dichotomy did not adequately describe the knowledge and skills of English teachers I had worked with worldwide. I developed a qualitative interpretative approach, as befitted the interpersonal nature of the study, and gathered data by recording conversations with fifteen participants from seven countries about their experiences of learning, using and teaching English in their contexts. The rich content they provided enabled me to delve below the oft-quoted dichotomies and uncover qualities rarely acknowledged in multilingual teachers. The most important features identified in the study concern the diminished importance of the ‘native speaker’ and the concomitant growth in the confidence of the multilingual teacher. My data reveals that this confidence has been acquired through depth of linguistic knowledge, through observance of other cultures, and through resistance to the encroachment of English by finding a place for the language which satisfies the needs of multilingual users without requiring subservience. In discovering these strengths of multilingual teachers, my exploration of their contexts demonstrates the importance of stepping outside the boundaries of one’s own limited environment and appreciating the range and depth of knowledge which individual English teachers are able to draw on to take ownership of their professionalism.
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Fletcher, Simon. "Touch as problematic practice : PE teachers in the context of risk society." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/343990/.

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Physical contact is an inevitable aspect of physical education, yet the discomfort which this engenders in a risk averse climate makes tactile interaction between adult and child distinctly problematic. This thesis will analyse the contemporary challenges and practical tensions that surround the act of touch between physical education (PE) teachers and their pupils, attempting to understand the influence of a culture of accusation on professional identity. Utilising semi-structured interviewing with a range of PE staff, the findings have been analytically reinterpreted to form a fictional narrative, representing empirical discussion in a way that cultivates an evocative interrogation of adult/child discomfort. The use of two differing methodological approaches deliberately exploits parallels which may not be immediately apparent. The combination of ‘conventional’ empirical method with ‘alternative’ techniques allows us to redefine the traditional alongside a procedurally sound investigation, taking advantage of the interplay between what is both said and unsaid. Benefitting from the theory of Michel Foucault, Ulrich Beck, Zygmunt Bauman and Anthony Giddens, the project engenders a collaborative conceptual outlook alongside a formative rationalisation of the contemporary educational landscape. Using this work has enabled an analysis of disciplined conditioning amongst PE teachers, the risk practice and fear which has contemporarily emerged, and the role of reflexivity within this. Given that current trends have prioritised suspicion, thereby undermining notions of practical freedom, it is important to explore the ways in which staff have alternatively reacted to this, since ‘traditional’ modes of interaction are gradually eradicated. Through the combination of appropriate social theory with an expressive methodological approach, it has become possible to attend to the current climate with an exploitation of discursive social formation. The study has ultimately recognised the potential for a disruption of fear based discourse thorough an alternative treatment of marginalisation, in ways both productively suggestive and previously underexplored.
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Karageorgopoulou, Efstathia. "Inclusion and teaching Physical Education (PE) in Greece : PE teachers' understandings and practice of inclusion and Mosston's Spectrum of Teaching Styles." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29054.

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Inclusion in relation to special educational needs (SEN) has become an imperative in the educational policies of many countries. However, the implementation of inclusive practice is not straightforward and has been the focus of many studies. In Physical Education (PE), Mosston’s Spectrum of Teaching Styles is an integral component of many educational systems but has not been studied in relation to teachers’ understanding of inclusion and inclusive practice. Mosston’s Spectrum of Teaching styles has been promoted in Greece since 2006 and this study investigates the relationship between the beliefs and practices of specialist primary PE teachers in Greece in relation to inclusion and Mosston’s Spectrum of Teaching Styles. The study has a single-case research design with embedded units and was conducted in mainstream primary schools with 15 participant PE teachers. Data was collected using semi-structured observations of participants’ PE lessons followed by semi-structured interviews focusing on their understanding of inclusion, of inclusive practices and their knowledge and use of Mosston’s Spectrum of Teaching Styles. The findings suggest that some of the teachers’ beliefs about inclusion resonate with current understandings as reported in the literature whereas other teachers refer to older understandings of inclusion and disability. Very few teachers had a detailed knowledge of Mosston’s Spectrum of Teaching Styles but were found to use them to some extent during their lessons. While not commonly associated with inclusion, the teaching styles from Mosston’s Spectrum that were used did not prevent the use of inclusive practices by the teachers. This study relates Mosston’s Spectrum of Teaching Styles to a single dimension of inclusion and challenges the value it is accorded in Physical Education policy in Greece where inclusive practice is promoted by particular educational policies. The findings lead to suggestions for enhancement of both policy and practice in the context of Physical Education in Greece and more widely.
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Kubanyiova, Magdalena. "Teacher development in action : an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10387/.

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This longitudinal mixed methods study concerns the professional development of eight non-native English as a foreign language (EFL) teachers in Slovakia. Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teacher education programmes. This study therefore set out to explore the impact of a 20-hour experiential in-service teacher development course that had been informed by theoretical principles drawn from within as well as outside the domain of applied linguistics, including second language motivation research, group dynamics and educational psychology. A combination of quantitative measures (pre- and post-test questionnaires measuring students' perceptions of their classroom environment) and qualitative measures (interviews, observations, and written course feedback) were employed to assess the course impact on the teachers' conceptual change. The results show that although some traces of impact were found in the participants' teaching practice, conceptual change did not occur despite their positive appraisals of the programme. Further interrogation of qualitative data about the reasons for this outcome has led to the generation of an integrated model of Language Teacher Conceptual Change (LTCC), which accommodates and thus interprets the variable and individual ways in which the eight teachers responded to the course input. The fact that the complex and idiosyncratic growth patterns fitted comfortably into the proposed conceptual framework provides validation for the theoretical construct, and the LTCC model is therefore believed to offer an integrated, theoretically-informed and empirically-grounded framework for future research on language teacher development and for designing effective teacher education interventions.
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Chan, Kam-hung, and 陳錦雄. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959222.

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Sonyel, B. "Teachers' perceptions on their actual teaching performances : a case study of English preparatory school teachers' perceptions in Eastern Mediterranean University of North Cyprus." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11211/.

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This research is carried out to explore teachers’ perspectives upon their teaching practices with respect to the in-service training program, C.O.T.E. they had been through. Teaching and in-service training have always been my interest area. Besides, after having informal conversations with the administrators from the Ministry of Education and owing to my observations, in North Cyprus the current education system needs to reformed considering main themes such as curriculum, in-service, pre-service training, material and curriculum design, lifelong learning, duration of school hours, financial issues and so forth. In this qualitative research, two major research questions guided this study. As a researcher the constructivist philosophical stance has been employed due to the fact that the purpose is to investigate teachers’ perspectives and in order to achieve this teachers themselves constructed their own perspectives on their teaching practices. Questionnaire, semi-structured interviews, video recording methods were used to gather the data. Questionnaire is used at the beginning of this research to grasp the general picture and at the same time to determine the number of participants. Then, semi structured interviews as pre and post were used to grasp a deeper understanding of teachers’ perspectives and video recordings were used to reflect teachers’ perspectives on their actual teaching practices. I finalized the research study by analysing and triangulating the participants’responses in relation to two major points as follows: o The effectiveness of the programme on teachers’ practice as evidenced through video recordings and discussions of their teaching. o Teachers’ perceptions of C.O.T.E with respect to the effectiveness of the training programme in course design, materials and practical experiences. I ended the research with the voice of the participants by underlying the significance and effectiveness of in-service training programs in general. The limitations of this study with the recommendations for further research are suggested at the end.
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Lei, Man. "Teachers' understandings of the 2011 PRC curriculum for teaching English." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33831/.

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This thesis reports an enquiry into Chinese primary and junior high school English teachers’ perceptions of, and responses to The Revised Curriculum (2011) for Full-time Compulsory Education. This document claims to hold a very different view of English teaching from pervious curricula, but this claim is largely unexplored. The research first aims to understand the challenges The Revised Curriculum (2011) poses for primary and junior high school teachers of English in the PRC. On the basis of this, the research also aims to understand teachers’ beliefs about The Revised Curriculum (2011) and what challenges they identify. Research into effective teaching gives a prominent role to teacher beliefs and knowledge not only about teaching, but also about changing any existing practices. Fullan (1993) argues that any educational reform ultimately relies on teachers, so their views and perceptions are pivotal to the success of The Revised Curriculum (2011). The study was conducted in two phases. Phase one involved a document content analysis of the 2001 and 2011 curricula to identify the changes aimed for in the 2011 curriculum and evaluates how these changes might affect teachers. In this phase of the research, a novel approach was taken to examine teachers' views of the Revised Curriculum (2011) through their activities on web forums in China. Their comments were sampled and analysed using NVivo to generate a map of their views and the relationships between them. The Phase one research showed that The Revised Curriculum (2011) is different from the 2001 version in some important ways. It foregrounds the humanistic value of student-centred teaching and learning, while giving teachers free choice of teaching method and a new role by contributing to curriculum development for the classes they teach from reflecting on the effectiveness of their methods and practices. Phase two of the research, based on the findings of Phase one, used written teacher questionnaire responses and semi-structured individual interviews in order to collect the views of a wider sample of teachers. This thesis reports the results and analysis of the teachers’ views and perceptions. The findings amplified the findings from the Phase one research and suggest that teachers have a range of concerns. The teachers in this study were uncertain about their new role; they were not clear about what a shift to student-centred teaching and learning implied. The teachers were also uncertain about the nature of reflection on their own practice and the possible accountability this reflection might entail. This study suggests these teachers were finding it challenging to understand the notion of the teacher as a professional who does not simply know and deliver the curriculum according to the new definition, but is seen as responsible for designing and creating the curriculum for their own particular students. This study also identifies an important tension between the published curriculum and the assessment system for English in China which, if left unresolved, is likely to leave teachers unable to meet the demands of both.
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Books on the topic "PE teachers"

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Phe, Khyacʻ. Cā pe phanʻ tī ̋rhaʻ̣ nhaṅʻʹ Cā pe paññā rhaṅʻ myā ̋. (Toṅʻ) Da guṃ, Ranʻ kunʻ: Cacʻ saññʻ toʻ Cā pe, 2005.

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Russell-Hughes, Linda M. Game plans: A resource pack for PE teachers. Walton-on-Thames: Nelson, 1992.

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Russell-Hughes, Linda M. Game plans: A resource pack for PE teachers. Houndmills, Basingstoke: Macmillan Education, 1989.

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L, Jones Robyn, ed. Physical education teachers' lives and careers: PE, sport, and educational status. London: Falmer Press, 1998.

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Ghibu, Onisifor. Pe baricadele vieții: În Basarabia revoluționară, 1917-1918 : amintiri. Chișinău: Editura Universitas, 1992.

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Hill, Michael. PE for you: Teacher resource pack. Cheltenham: Stanley Thornes, 1998.

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Barnes, J. The PE teacher's guide to the internet. Bristol: Classroom Resources, 2001.

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Louis, Cohen. A guide to teaching practice. 5th ed. London: Routledge, 2004.

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Lawrence, Manion, ed. A guide to teaching practice. 3rd ed. London: Routledge, 1989.

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Louis, Cohen. A guide to teaching practice. 4th ed. London: Routledge, 1996.

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Book chapters on the topic "PE teachers"

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Hampton, Andrew. "PE teachers." In Working with Boys, 51–52. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003312123-13.

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Chunjian, Ma, and Li Hong. "Problems in PE Teachers’ In-Service Training and Countermeasures." In Advances in Intelligent and Soft Computing, 287–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_42.

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Zhang, Guosheng. "Research on Status of PE Teachers in Private Universities." In Lecture Notes in Electrical Engineering, 537–44. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4796-1_69.

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Sun, Jianhua. "Decision Tree Classification Algorithm in College PE Teachers’ Score Analysis." In Advances in Intelligent Systems and Computing, 780–86. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_112.

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Håman, Linn, Katarina Haraldsson, and Eva-Carin Lindgren. "Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle." In Health Promotion [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102095.

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Scholars recommend that health promotion researchers engage practitioners in the analysis and reporting phase and expand their ability to share their research beyond academia. The purpose of this study was to draw benefit from physical education (PE) teachers’ discussions and reflections of the implementation of a health promotion intervention in school during research circle meetings. The health promotion intervention ‘Pulse for Health and Learning’ (PuLH) focused on moderate-to-vigorous physical activity, incorporating a child-centred coaching approach. This study has an action research approach. The research circle consisted of PE teachers (N = 22, approximately 18 per meeting) from eight primary and middle schools (from grades 4 to 9) in eight municipalities in Sweden and three researchers. The theory of ‘practice architectures’ was employed to interpret, discuss, and clarify what enables and constrain PE teachers’ implementation of the health promotion intervention. During the analysis, three discourses were identified: technical-rational discourse, participating discourse, and steering and supporting discourse. The practice architectures both enabled and constrained the implementation of PuLH. The research circle meetings stimulated critically conscious acting and decision-making through collaboration between PE teachers and together with researchers which improved the implementation of PuLH and contributed to PE teachers’ professional development.
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Ontañón Barragán, Teresa, Marco Antonio Coelho Bortoleto, and Rodrigo Mallet Duprat. "Enriching Circus Instruction in PE Through Motor Games." In Advances in Early Childhood and K-12 Education, 158–79. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9621-0.ch009.

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The educational potential of circus instruction has been calling the attention of Physical Education teachers both in recreational and school fields. Different pedagogical approaches encourage the authors to discuss the fruitful dialog between body and art education. Based on several previous studies on the topic, this chapter presents a short review on circus instruction and specifies dozens of motor games developed to enrich circus activities teaching. Thus, they organize the “circus games” in five categories: acrobatic games, juggling games, funambulist or balance games, clowning (role-play) games, and other circus games. In fact, they aim to introduce the circus instruction based in a playful and artistic perspective, trying to promote it to the Physical Education teachers under an artistic-aesthetic education environment.
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Soltani, Pooya, and João Paulo Vilas-Boas. "Sport Exergames for Physical Education." In Encyclopedia of Information Science and Technology, Fourth Edition, 7358–67. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch640.

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Sports active video games (exergames) are accessible forms of physical activity which might also be used in physical education (PE) curriculum. The purpose of this book chapter is to firstly, review some of the relevant applications of sports exergames for inclusion in PE and secondly, to characterize one of these games (swimming) from different aspects of biomechanics, physiology, and psychology. We compared movement patterns, muscle activation, energy expenditure, enjoyment, usability, and game experience in participants with different performing levels (real-swimmers vs. non-swimmers, experienced vs. novice) and gender. Understanding these parameters may help in the development of more realistic sports exergames and meaningful gameplay and may give PE teachers a better idea of the inclusion of such games in their practice.
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Soltani, Pooya, and João Paulo Vilas-Boas. "Sport Exergames for Physical Education." In Advanced Methodologies and Technologies in Media and Communications, 622–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7601-3.ch050.

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Sports active video games (exergames) are accessible forms of physical activity which might also be used in physical education (PE) curriculum. The purpose of this chapter is to review some of the relevant applications of sports exergames for inclusion in PE and to characterize one of these games (swimming) from different aspects of biomechanics, physiology, and psychology. The authors compared movement patterns, muscle activation, energy expenditure, enjoyment, usability, and game experience in participants with different performing levels (real-swimmers vs. non-swimmers, experienced vs. novice) and gender. Understanding these parameters may help in the development of more realistic sports exergames and meaningful gameplay and may give PE teachers a better idea of the inclusion of such games in their practice.
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Montesinos, Cristina Honrubia, Pedro Gil-Madrona, and Luisa Losada-Puente. "Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development." In Advances in Early Childhood and K-12 Education, 16–32. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch002.

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Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.
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Montesinos, Cristina Honrubia, Pedro Gil-Madrona, and Luisa Losada-Puente. "Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 1019–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch051.

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Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.
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Conference papers on the topic "PE teachers"

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Masurska, Stefana, and Ina Vladova. "TEACHERS’ BEHAVIOR AND STUDENTS’ DISCIPLINE." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/106.

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ABSTRACT This study aimed to investigate students’ opinions (Grades VII, VIII, IX, X, and XI) regarding discipline in PE and sports lessons and whether it is influenced by the personality, professional qualities, and behavior of their PE teachers. We expected the results to provide information regarding students’ discipline from their point of view. The study subjects were 209 students from 4 schools in the cities of Sofia (n=70) and Smolyan (n=139), Bulgaria. Of these, 58. 4% (n=122) were girls and 41. 6% (n=87) were boys, with 28.7% having a female teacher and the remaining students (n=149) conducted their PE lessons with a male teacher. Survey forms and questionnaires were prepared for the students to realize the objective and collect empirical information on the problem. The first subscale contained ten items the surveyed students used to rate their PE teacher (α= .738). The subjects’ responses are reflected in a 5-point scale, The Likert Scale type, and indicate the frequency with which the students observe certain behaviors from the teachers. For each listed antecedent, there are two groups of dichotomous closed-ended questions based on alternative choices, YES and NO. The results were processed with mathematical and statistical methods of quantitative processing and analysis: frequency and variance and comparative analysis (Mann-Whitney) - for independent variables, according to a validated statistical procedure - using the statistical program “SPSS 21 for Windows”. Ensuring good discipline in lessons depends on the professional skills of sports educators. Statistically, significant differences were observed in some of the indicators. Good discipline is helped by the teacher’s rigor and good attitude towards the students. The teacher’s friendly attitude, understanding, and support towards the students help to maintain better discipline in the lessons.
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Erhorn, Jan. "Qualification of Prospective Physical Education (PE) Teachers for Inclusive PE Teaching (Poster 25)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1885678.

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Erhorn, Jan. "Qualification of Prospective Physical Education (PE) Teachers for Inclusive PE Teaching (Poster 25)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885678.

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Guo, Pengju. "Research on Practical Knowledge of College PE Teachers." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.166.

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Zhou, Huang, and Xin Liu. "Narrative Research on the Professional Development of PE Teachers." In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.044.

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Kurlishchuk, Inna, and Yurii Poluliashchenko. "IMPACT OF VOLONTEERING ON FUTURE PE TEACHERS’ PATRIOTIC EDUCATION." In Modern Global Trends in the Development of Innovative Scientific Researches. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-588-39-6-10.

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Li, Li. "Research on the Cultivating Path of Inclusive PE Teachers." In 2020 International Conference on Social Sciences and Big Data Application (ICSSBDA 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201030.017.

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"Research on Job Satisfaction of Primary and Secondary School PE Teachers." In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1643.

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Yuan, Xiaofang, Xianming Chen, and Yong Ye. "Strategy Research and Training of Information Literacy of College PE Teachers." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.66.

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Yuan, Dan. "An Improved ELECTRE III Approach to the Evaluation of PE Teachers." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.130.

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