Dissertations / Theses on the topic 'Physical education teacher education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Physical education teacher education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Kelly, Luke E., and Kason M. O'Neil. "Defining the Future of Physical Education/adapted Physical Education Teacher Preparation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4028.
Full textCassidy, Tania G., and mikewood@deakin edu au. "Investigating the pedagogical process in physical education teacher education." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.
Full textYip, Gary. "Discipline in physical education, a case study of one secondary physical education teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50587.pdf.
Full textYip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.
Full textThis study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.
Full textSemiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Full textTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.
Full textWilkinson, Shawn. "Necessity the mother of intervention: service learning and physical education teacher education." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96990.
Full textLe service d'apprentissage (SL) est une approche éducative centrée sur la personne qui relie de façon significative les services communautaires et l'apprentissage scolaire. Cette étude phénoménologique a été conçue afin d'explorer les expériences vécues de six étudiants en enseignement d'éducation physique, lesquels ont participé à un projet SL de 10 semaines avec des enfants présentant un trouble d'hyperactivité avec déficit de l'attention. Des entretiens semi-structurés ont été pratiqués pour explorer leurs expériences. Des entrevues sur vidéo ont été enregistrées et transcrites ligne par ligne pour une analyse thématique. Trois thèmes ont émergé. Le thème, «Où ai-je été» avait permis aux étudiants de réfléchir sur leur enseignement passé, la suppléance d'enseignants ainsi que le travail communautaire à planifier, à exercer et à évaluer leurs pratiques d'enseignement SL. Le thème «Il s'agit de sollicitude» avait mis en évidence les voix des étudiants, leur décision à participer au projet et la patience acquise comme résultat. Le thème «Enseigner à jouer» avait révélé divers avantages et défis associés à la participation à un projet de SL pour les étudiants de premier cycle.
Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.
Full textCarpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.
Full text"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.
Full textBackman, Erik. "Friluftsliv in Swedish physical education - a struggle of values educational and sociological perspectives /." Doctoral thesis, Stockholm : Department of Education in Arts and Professions, Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38238.
Full textAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.
O’Neil, Kason, Jennifer M. Krause, and Scott Douglas. "University Supervisor Perceptions of Live Remote Supervision in Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4048.
Full textStarck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.
Full textEckler, Seth T. "Analyzing Physical Education Teacher Behavior Using Systematic Observation." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/38.
Full textPope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.
Full textSwan, Peter Arthur, and mikewood@deakin edu au. "Studentship and oppositional behaviour within physical education teacher education: A case study and Between the rings and under the gym mat: A narrative." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.101453.
Full textBalke, Martina. "A multi-case study of physical education resource teachers /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11847712.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph Weir. Includes bibliographical references (leaves 201-218).
Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
Full textDurbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.
Full textIn an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.
The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.
Hickey, Christopher J., and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Critical intellectual resources for praxis in physical education teacher education: The limits to rationality." Deakin University. School of Education, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041209.170039.
Full textChambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.
Full textLo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.
Full textMacLean, Justine T. "Factors that enable and constrain Physical Education teachers to exercise agency during large-scale educational reform." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31437.
Full textEvans-Worthing, Lesley J. "Physical education for Soviet children and teacher and coach education. Physical education for children (to seventeen years). An historical overview and contemporary study of organisation and methods. An examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textEvans-Worthing, Lesley Jean. "Physical education for Soviet children and teacher and coach education : physical education for children (to seventeen years) : an historical overview and contemporary study of organisation and methods : an examination of the professional training of physical education teachers and sports coaches." Thesis, University of Bradford, 1987. http://hdl.handle.net/10454/4371.
Full textFlintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.
Full textCarrino, Stephanie Sedberry. "Digital connection in a physical classroom| Clickers and the student-teacher relationship." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745525.
Full textCARRINO, STEPHANIE SEDBERRY, Ph.D. Digital Connection in a Physical Classroom: Clickers and the Student-Teacher Relationship. (2015) Directed by Dr. Kathryn Hytten. 191 pp. Education is fundamentally relational, and the student-teacher relationship is central to student learning. However, high-enrollment classrooms, now common on college campuses, limit student-faculty interaction and opportunities for relationship building. ?Clickers? facilitate communication in large classes, but there is a lack of research on the potential relational functions of this technology. This study addresses this gap in the literature by asking: How might the use of clickers in the classroom contribute to the student-teacher relationship? Employing a mixed-method descriptive research design, I created and analyzed three data sets to respond to this question: I observed 3 large clicker-based classes, surveyed students to explore their perceptions of clicker use and student-teacher relational dimensions, and I interviewed a subset of students for assistance interpreting the results. Data analyses resulted in four general findings: clickers can be used for multiple purposes and ends; clickers facilitate aspects of the student-teacher pedagogical relationship; clicker communication is not perceived as comprising a student-teacher relationship; and clickers are viewed as a tool for collective rather than individual communication and dialogue. Clickers may have value as relational tools, as they facilitate some aspects of the student-teacher relationship. The frame of the technology may explain why only some relational dimensions are facilitated, and not others. More research is needed to explore how clickers and other educational technologies may facilitate the student-teacher relationship.
Chewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.
Full textCarney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.
Full textLeiss, Jodie. "Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32486.
Full textCurriculum and Instruction Programs
Sally J. Yahnke
Jeong-Hee Kim
This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers and their understanding of what it means to be physically literate as well as investigate into the thoughts of physical education teachers about the concept of comprehensives school physical activity programs. According to Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied capability, wherein an individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activity throughout a lifetime. Development of the debate regarding physical literacy was stimulated by the study of existentialist and phenomenological philosophers, such as Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and body connection. Merleau-Ponty’s (1945/2010) philosophy facilitated the gain of knowledge regarding 1) how stories of physical education teachers help promote physical literacy in schools; 2) how physical education teachers perceive the mind/body connection; and 3) how physical education teachers understand what it means to be physically literate. The contributions to the thought and practice of physical education as a result of this study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role of physical education teachers is not just teaching and moving the body, but to help students learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn better; 4.) A new role of physical education teachers is to bridge the gap between physical education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.) Teacher education programs need to highlight reflective practices that help future physical educators draw upon knowledge from their own life experiences to enrich their teaching; 6.) Physical education teachers should collaborate with public health officials to implement comprehensive school physical activity programs.
Mitchell, Murray F. "Perceptions and preferences of physical education methods teacher educators in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807824133.
Full textWhipple, Christine E. "Preservice teachers' views of content and pedagogical knowledge presented in the elementary component of a physical education teacher education program /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462702467371.
Full textLi, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
Full textKonukman, Ferman. "The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis in Physical Education Teacher Education." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28258.
Full textPh. D.
Bebie, Kerry A. "A Descriptive Study on the Relationship Between an Initial Physical Education Teacher Education Program and Employment Longevity." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333637677.
Full textCope, Lorne. "Student attitudes toward teacher behaviour and program content within physical education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29582.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Agdeppa, Kortney R. "Identifying the Physical Education Beliefs of Classroom Teachers." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/312.
Full textKirk, David. "Researching the teacher's world : a case study of teacher-initiated innovation." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/7490.
Full textEmbrey, Lynnette F. R. "A physical education student teacher in an elementary school : a case study /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021750122.
Full textLo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.
Full textWatts, Tirza Ramona. "Children's Perceptions of a District-Wide Physical Education Program." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2359.
Full textBrooks, Toby James. "The interaction of teacher beliefs and classroom practice in athletic training education." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279880.
Full textZhang, Tan. "Understanding physical education teacher motivation in relation to job resources and demands." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123702.
Full textResearch has shown that the working environment of physical education influences teacher motivation. Identifying the characteristics of teachers’ working environment may contribute to developing a productive and motivating working environment for physical education teachers.
The first part of this dissertation study was focused on developing and validating an instrument that measures physical education teachers’ job demands/resources perception on five theorized dimensions: organizational resources, physical resources, cognitive demands, physical demands, and emotional demands. The content validity was achieved through expert evaluation of the consistency between the items and the dimensions they represent. The evaluation rendered an average consistency rating of 3.6 on a 5 point scale. The construct validity and reliability were determined with a physical education teacher sample (n=193). Exploratory factor analysis (EFA) established a five-dimension construct structure matching the theoretical construct with factor loadings ranging from .57 to .85. The intraclass correlational coefficients ranged from .75 to .80 for job resources and from .80 to .83 for job demands, respectively. The inter-scale correlational coefficients ranged from .14 to .25, showing both convergent and divergent validity. Confirmatory factor analysis (CFA) confirmed the construct structure found in the EFA with high dimensional factor loadings ranging from .47 to .81 for job resources scale and from .51 to .86 for job demands scale. The model fit tests produced acceptable indices including the RMSEA < .05. It is concluded that the instrument met the required psychometric standards to be useful to measure physical education teachers’ perception of their working environment.
The second part of the study was to determine the extent to which the perceived job demands and resources influence physical education teachers’ motivation regulatory processes and motivation. An a priori model was proposed for testing based on the integration of the Self-Determination Theory (SDT) and Job Demands-Resources Model. Certified physical education teachers in two southeastern states (n=193) provided self-reported data on perceived job demands and resources in the working environment, motivation regulatory processes, and motivation to teach. Structural equation modeling analysis revealed that increasing job demands in working environment enabled the teachers to adopt more autonomous regulatory processes, such as integrated regulation (γ = .20) but not more controlling regulatory processes, such as external regulation (γ = -.16) and introjected regulation (γ = -.22). The findings of the study provide empirical evidence that relate perceptions of working environment to physical education teachers’ motivation to teach.
Boyce, Barbara Ann, Jackie Lund, and Kason M. O’Neil. "The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.
Full textMorris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.
Full textDeglau, Dena A. "Negotiating individual and district level change a sociocultural journey in teachers' professional development /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126181000.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiii, 242 p.; also includes graphics (some col.). Includes bibliographical references (p. 193-201). Available online via OhioLINK's ETD Center
Bicknell, Simon. "Physical Education teachers' perspectives on the 14-19 Physical Education Curriculum in England : a sociological study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600581.
Full textClark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.
Full textSteen, Thomas B. "A case study of teacher socialization in physical education during early training experiences : a qualitative analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409083.
Full text