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Journal articles on the topic 'Physical education teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Richardson, Karen Pagnano. "Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 82, no. 7 (September 2011): 45–56. http://dx.doi.org/10.1080/07303084.2011.10598658.

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2

Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs." International Journal of Academic Research 5, no. 5 (October 15, 2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.

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Subramaniam, P. R., and D. A. Wuest. "Trauma-sensitive Physical education teacher education." International Journal of Physical Education 58, no. 2 (2021): 2–14. http://dx.doi.org/10.5771/2747-6073-2021-2-2.

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Trauma is an epidemic and a public health crisis affecting schools and institutions of higher education globally. Childhood trauma has detrimental impacts on the brain, learning, and socio-moral development into adulthood. Trauma is a mental health as well as an educational problem that poses a serious threat to the academic achievement of students. Public schools have made some progress to become more trauma-sensitive to help build resiliency in students impacted by trauma, but institutions of higher education are lagging in the area of trauma-sensitivity. Physical education teacher preparation programs need a paradigm shift to address trauma with the COVID-19 pandemic posing new challenges. Preparing preservice physical education teachers to be trauma-informed lays the foundation for future teachers to mitigate trauma in schools. Such an effort will align physical education teacher education with public schools in addressing trauma and closing the trauma-sensitivity loop.

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Juliandi, Arief Abdul Malik, and Masri. "School physical education and teacher education." Curriculum Studies in Health and Physical Education 13, no. 2 (April 29, 2022): 210–12. http://dx.doi.org/10.1080/25742981.2022.2070028.

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5

Moen, Kjersti Mordal, and Øyvind Standal. "Practicum in Physical Education Teacher Education." SAGE Open 6, no. 1 (January 25, 2016): 215824401663571. http://dx.doi.org/10.1177/2158244016635715.

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Richards, K. Andrew R., Lynn D. Housner, and Thomas J. Templin. "Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education." Quest 70, no. 3 (January 9, 2018): 334–53. http://dx.doi.org/10.1080/00336297.2017.1388262.

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7

Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (February 14, 2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

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Ward, Phillip, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim, and Weidong Li. "Skill Analysis for Teachers: Considerations for Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 92, no. 2 (February 12, 2021): 15–21. http://dx.doi.org/10.1080/07303084.2020.1853635.

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9

Ballinger, Debra A., and Jan G. Bishop. "TheoryintoPractice: Mentoring Student Teachers: Collaboration with Physical Education Teacher Education." Strategies 24, no. 4 (March 2011): 30–34. http://dx.doi.org/10.1080/08924562.2011.10590941.

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10

Ward, Phillip, Kelsey Higginson, and Kyuil Cho. "Core Practices for Preservice Teachers in Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 91, no. 5 (May 13, 2020): 37–42. http://dx.doi.org/10.1080/07303084.2020.1734505.

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11

Kårhus, Svein. "Physical education teacher education on the education market – who's defining what physical education teachers need to know?" Physical Education & Sport Pedagogy 15, no. 3 (July 2010): 227–41. http://dx.doi.org/10.1080/17408980903150139.

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12

Backman, Erik, and Dean M. Barker. "Re-thinking pedagogical content knowledge for physical education teachers – implications for physical education teacher education." Physical Education and Sport Pedagogy 25, no. 5 (February 27, 2020): 451–63. http://dx.doi.org/10.1080/17408989.2020.1734554.

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13

Okkes, Alpaslan Gencay. "Teacher efficacy of Turkish Physical Education teachers." Educational Research and Reviews 10, no. 9 (May 10, 2015): 1354–60. http://dx.doi.org/10.5897/err2015.2191.

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14

Yoon, Jin-Ju,, and Jong-Lyoul, Park. "Teacher Agency of Adapted Physical Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 847–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.847.

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Objectives This study explores how the teacher agency of adapted physical education teachers is expressed in their subject, and what contextual factors affect the teacher agency in various special education settings. Methods A qualitative case study method was used for six adapted physical education teachers working at special education sites in various regions. Educational data of research participants were collected through in-depth interviews. Data analysis was conducted inductively by harnessing Priestley et al.’s (2015) ecological perspective as a theoretical framework. Results Adapted physical education teachers proactively practiced physical education when they understood the context of the situation and formed their own firm belief, while endeavouring to teach their subject consistently in any environment. The manifestation of teacher agency was promoted when the belief and values of physical education formed from teachers’ previous life experience matched with any one of the cultural, structural, and social contexts. In addition, factors that facilitated the manifestation of teacher agency include the school culture that is permissive for major subjects, the support from fellow teachers and important people, and the proper physical environment for physical education classes. On the other hand, barriers to the manifestation of teacher agency were the discourse taking adapted physical education as an integrated subject and stressing individualised education for students subject to special education as opposed to school curriculum, on-site atmosphere that does not recognise adapted physical education, the absence of physical environment support, limited emphasis on their role as special teachers, and lack of reflection on their major subject. In addition, despite the agreement between the repetitive and evaluative dimensions, fear of the projective dimensions also acted as a barrier. Conclusions Based on the findings, this study suggested the possibility that adapted physical education teachers proactively manifest teacher agency, the need for incumbent teacher education for adapted physical education, and the atmosphere to recognise special education as a school curriculum and institutional measures to improve this.

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15

Kalpana, Sharma, Ajit K, and Mann Jyoti. "Benchmarking in Physical Education Teacher Education Program." International Journal of Education and Practice 4, no. 11 (2016): 262–67. http://dx.doi.org/10.18488/journal.61/2016.4.11/61.11.262.267.

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16

Wiegand, Robert L., Sean M. Bulger, and Derek J. Mohr. "Curricular Issues in Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 75, no. 8 (October 2004): 47–55. http://dx.doi.org/10.1080/07303084.2004.10607289.

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17

Mitchell, Murray. "The Physical Education Teacher Education Faculty Shortage." Journal of Physical Education, Recreation & Dance 77, no. 3 (March 2006): 3–56. http://dx.doi.org/10.1080/07303084.2006.10597835.

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18

Ward, Phillip, and Kyuil Cho. "Five Trends in Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 91, no. 6 (July 23, 2020): 16–20. http://dx.doi.org/10.1080/07303084.2020.1768182.

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19

Wyant, James D., Lara Killick, and Kristi Bowen. "Intercultural Competence: Physical Education Teacher Education Recommendations." Quest 71, no. 4 (November 15, 2018): 416–33. http://dx.doi.org/10.1080/00336297.2018.1542320.

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20

Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "A comparative analysis of physical education and non-physical education teachers who coach high school sport teams." International Journal of Sports Science & Coaching 12, no. 5 (August 22, 2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

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21

Scheuer, C. "A review of selected physical education teacher education publications in German (2019-2021)." International Journal of Physical Education 58, no. 1 (2021): 2–12. http://dx.doi.org/10.5771/2747-6073-2021-1-2.

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This review article analyses research articles on the topic of physical education teacher education published in German-speaking scientific journals in the period between January 2019 and December 2021. In total, more than 60 journal issues of the journals Bewegung & Sport, German Journal of Exercise and Sport Research, Sportpädagogik, Sportunterricht, Zeitschrift für Sportpädagogische Forschung, and Zeitschrift für Sportpsychologie were reviewed. The reviewed articles are divided into two categories: physical education teachers’ professionalization, and articles focusing on instructional aspects in physical education. In the first category, 23 articles focusing on topics connected with physical education teacher education were analysed in two sections: (1) initial education of physical education teachers and (2) professionalization of physical education teachers. In the second category, 14 articles providing an overview of some current trends and orientations in physical education didactics relevant for physical education teacher education were analysed: (1) teaching and learning in physical education, (2) inclusive physical education and (3) diagnostic competence of physical education teachers. With 23 articles focusing directly on physical education teacher education, a considerable increase of publications on this topic in comparison to previous periods was identified. Most publications address issues related to initial physical education teacher education.

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22

Lynch, Timothy. "How does a physical education teacher become a health and physical education teacher?" Sport, Education and Society 22, no. 3 (April 8, 2015): 355–76. http://dx.doi.org/10.1080/13573322.2015.1030383.

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23

Kern, Ben D., and Kim C. Graber. "Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education." Measurement in Physical Education and Exercise Science 21, no. 3 (May 11, 2017): 161–73. http://dx.doi.org/10.1080/1091367x.2017.1319371.

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24

Mordal-Moen, Kjersti, and Ken Green. "Physical education teacher education in Norway: the perceptions of student teachers." Sport, Education and Society 19, no. 6 (September 10, 2012): 806–23. http://dx.doi.org/10.1080/13573322.2012.719867.

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25

Domangue, Elizabeth, and Russell Lee Carson. "Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 347–67. http://dx.doi.org/10.1123/jtpe.27.3.347.

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Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

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26

Bulger, Sean M., Derek J. Mohr, Linda M. Carson, and Robert L. Wiegand. "Infusing Health-Related Physical Fitness in Physical Education Teacher Education." Quest 53, no. 4 (November 2001): 403–17. http://dx.doi.org/10.1080/00336297.2001.10491755.

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27

Albright, Carolyn, Alexander Vigo, Tabatha Uhrich, and Heather Crowe. "Physical Fitness Levels of University Physical Education Teacher Education Majors." Medicine & Science in Sports & Exercise 43, Suppl 1 (May 2011): 895–96. http://dx.doi.org/10.1249/01.mss.0000402501.36567.8a.

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28

Carr, David B. "Physical Education Teacher Education Programs Need to Encourage Coaching Education." Journal of Physical Education, Recreation & Dance 81, no. 9 (November 2010): 6. http://dx.doi.org/10.1080/07303084.2010.10598534.

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29

KANG, Sinbok. "Teacher Reflection Research and Its Implications for Physical Education Teacher Education." Japanese Journal of Sport Education Studies 23, no. 1 (2003): 77–88. http://dx.doi.org/10.7219/jjses.23.77.

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30

Goossens, L., R. Verrelst, G. Cardon, and D. De Clercq. "Sports injuries in physical education teacher education students." Scandinavian Journal of Medicine & Science in Sports 24, no. 4 (February 5, 2013): 683–91. http://dx.doi.org/10.1111/sms.12054.

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31

Van Beijsterveldt, A., S. Bliekendaal, M. Brink, and J. Stubbe. "Sports injuries in physical education teacher education students." Journal of Science and Medicine in Sport 18 (December 2014): e104. http://dx.doi.org/10.1016/j.jsams.2014.11.381.

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32

Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (April 1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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33

O'sullivan, Mary. "Physical Education Teacher Education in the United States." Journal of Physical Education, Recreation & Dance 61, no. 2 (February 1990): 41–45. http://dx.doi.org/10.1080/07303084.1990.10606444.

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Kinchin, Gary D., and Lance G. Bryant. "Using Social Media within Physical Education Teacher Education." Strategies 28, no. 5 (September 3, 2015): 18–21. http://dx.doi.org/10.1080/08924562.2015.1066284.

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35

Norris, Jason, Hans van der Mars, Pamela Kulinna, Audrey Amrein-Beardsley, Jayoun Kwon, and Michael Hodges. "Physical Education Teacher Perceptions of Teacher Evaluation." Physical Educator 74, no. 1 (2017): 41–62. http://dx.doi.org/10.18666/tpe-2017-v74-i1-6882.

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36

Al-Rawahi, Nasser Yasser. "An Investigation into Omani Physical Education Teachers' Beliefs about Physical Education Teachers' Characteristics and their Roles in Omani Schools." Journal of Educational and Psychological Studies [JEPS] 4, no. 2 (December 1, 2010): 1–13. http://dx.doi.org/10.53543/jeps.vol4iss2pp1-13.

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The purpose of this study was to investigate Omani physical education teachers‟ (pre -service and in-service) beliefs about the characteristics and roles of physical education teachers in Omani schools. Interviews were used to achieve this purpose by interviewing 29 participants: 12 student teachers and 17 teachers. Data were analysed qualitatively by using analytic induction and interpretive analytic framework. Qualitative results show that student teachers and teachers have similar beliefs about the general and professional characteristics of a physical education teacher. Between 70% and 95% of participants believed that the essential general characteristics of physical education teachers are: having a strong personality, being an ideal model for students, having patience and tolerance, and communicating effectively with students. Also, similar beliefs were found among the participants regarding the professional characteristics. They believed that a successful physical education teacher is one who has conviction about his profession, and who is always physically fit in order to be able to manage all of the profession‟s requirements in or out of school. Results also indicated that student teachers believed in traditional roles of the teacher who is more concerned about giving knowledge to students, while experienced teachers believe in progressiv teaching roles of the teacher who facilitates students‟ learning. All the results are discussed in relation to the physical education context in Oman.

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37

Al-Rawahi, Nasser Yasser. "An Investigation into Omani Physical Education Teachers' Beliefs about Physical Education Teachers' Characteristics and their Roles in Omani Schools." Journal of Educational and Psychological Studies [JEPS] 4, no. 2 (December 1, 2010): 1. http://dx.doi.org/10.24200/jeps.vol4iss2pp1-13.

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The purpose of this study was to investigate Omani physical education teachers‟ (pre -service and in-service) beliefs about the characteristics and roles of physical education teachers in Omani schools. Interviews were used to achieve this purpose by interviewing 29 participants: 12 student teachers and 17 teachers. Data were analysed qualitatively by using analytic induction and interpretive analytic framework. Qualitative results show that student teachers and teachers have similar beliefs about the general and professional characteristics of a physical education teacher. Between 70% and 95% of participants believed that the essential general characteristics of physical education teachers are: having a strong personality, being an ideal model for students, having patience and tolerance, and communicating effectively with students. Also, similar beliefs were found among the participants regarding the professional characteristics. They believed that a successful physical education teacher is one who has conviction about his profession, and who is always physically fit in order to be able to manage all of the profession‟s requirements in or out of school. Results also indicated that student teachers believed in traditional roles of the teacher who is more concerned about giving knowledge to students, while experienced teachers believe in progressiv teaching roles of the teacher who facilitates students‟ learning. All the results are discussed in relation to the physical education context in Oman.

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38

Barney, David C., Corbin Stringham, and Keven A. Prusak. "Physical Education Teacher Education Majors’ Perceptions and Opinions of Social Skills in Physical Education Class." Physical Educator 79, no. 5 (September 12, 2022): 533–47. http://dx.doi.org/10.18666/tpe-2022-v79-i5-10960.

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The world requires that people interact with those they work with, live with, and play with. Because of these interactions with others, it is important that people exhibit proper social skills to get along and be successful in everyday activities. Within an educational context physical education (PE) class is a prime place for students to learn social skills and interact with classmates and their teachers properly. Research has been conducted in the context of PE with populations of K–12 students and PE teachers. Yet there is a paucity of research with physical education teacher education (PETE) majors regarding social skills in PE class. Thus, the purpose of this study was to investigate PETE majors’ perceptions and opinions of social skills in PE. For this study, 30 PETE majors (5 males, 25 females) from a private university in the Western United States were surveyed regarding their perceptions and opinions of social skills in PE class. It was generally found that PETE majors feel they will play an important part in teaching students’ proper social skills, sportsmanship is an important aspect in PE class, and PE class is a great context in which to teach social skills compared to other content areas.

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39

Ксу, Чунксіа. "Еthics of physical education teacher." Theory and Methods of Physical Education and Sports, no. 1 (March 20, 2018): 85–89. http://dx.doi.org/10.32652/tmfvs.2018.1.141800.

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40

Kinchin, Gary D. "Entering secondary physical education student- teachers’ expectations of their program of initial teacher education." International Journal of Physical Education, Fitness and Sports 8, no. 1 (March 28, 2019): 85–94. http://dx.doi.org/10.26524/ijpefs19111.

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The views and beliefs held by entering student teachers can be shaped by their expectations of teaching and initial teacher education. Whilst interest has investigated student teachers’ expectations little exists in physical education. This qualitative paper examines the entering expectations held by 24 PGCE secondary physical education student teachers. Informed by the published literature on student teacher expectations and the specific purposes of this study, data were collected from participants on the first day of their initial teacher education course in the form of an open-ended survey that included eleven items. Participants discussed a range of expectations related to course content, pedagogy, course structure and staffing responsibilities and contributions. Student teachers should be encouraged to explore their expectations and consider which specific elements align with initial preconceptions concerning their teacher education.

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41

Oh, Junghwan, and Kim C. Graber. "Physical Education Teacher Education Leaders’ Perceptions on a National Curriculum in Physical Education." Research Quarterly for Exercise and Sport 90, no. 3 (May 2, 2019): 362–76. http://dx.doi.org/10.1080/02701367.2019.1603988.

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42

Kutlimuratovich, Utepbergenov Amangeldi. "Acmeological Approach to Pedagogical Education of a Renaissance Physical Education Teacher." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 1–3. http://dx.doi.org/10.22214/ijraset.2022.42198.

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Abstract: In this article, the main terms encountered in the scientific and pedagogical activities of future physical education teachers, the correct organization of pedagogical activities, special attention should be paid to future physical education teachers during their scientific and pedagogical activities. There is a discussion of the existing aspects and the need for an approach, as well as an acmeological approach to the activities of future physical education teachers and the organization of innovative technological activities. Keywords: Physical education, acmeology, pedagogical activity, pedagogical skills, innovative activity of the future physical education teacher, creativity, technological approach

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43

Lopuha, Hanna, Valeriya Reshetilova, and Yuliya Mikhailenko. "World Experience in Organizing the Educational Process in the Discipline of «Physical Culture» in Higher Education Institutions During the Pandemic." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 191–200. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-191-200.

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The article is devoted to the research of the problem of organization of the educational process in the discipline «Physical Culture» in higher education institutions during the pandemic period. The aim of the article is to analyze and summarize the world research literature on the problem of research. It was found out: first, teachers and students faced technical difficulties; lack of educational resources; insufficient information literacy of teachers; the difficulty of implementing regular curricula online; secondly, these are psychological problems: in practical classes, traditional teacher-student communication has been replaced by student-computer-teacher communication; limited conditions for students to study at home and doubts about online physical education. But, despite the difficulties, the practice of physical education classes was as follows. In China, a mixed method of teaching physical education has been proposed – learning using an online course + push notifications of a public WeChat account, ie (synchronous and asynchronous learning). In Northern Macedonia, teachers used various forms, such as live online classes, recorded videos, student assignments, projects, or links to go. Weekly «movement diaries» were practiced in Hungary. In Italy, teachers were invited to teach through distance learning. In the US, SHAPE America has provided virtual online resources on health and physical education, #HPEatHome, including videos with theoretical and practical content. Teachers conducted online classes and performed one hour of physical activity daily. Teachers in Turkey read online courses through an educational information network called EBA, prepared by the Ministry of Education. Conclusions. The period of self-isolation, in world practice, has identified several types of distance learning that teachers have used to ensure the educational process of «Physical Education». This is synchronous and asynchronous learning, or blended learning. This is synchronous and asynchronous learning, or blended learning. Physical education teachers have gained a wealth of experience gained during the pandemic and can use it when they return to normal activities.

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Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (July 20, 2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.

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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.

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45

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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Richards, K. Andrew R., and Wesley J. Wilson. "Recruitment and initial socialization into adapted physical education teacher education." European Physical Education Review 26, no. 1 (January 24, 2019): 54–69. http://dx.doi.org/10.1177/1356336x18825278.

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While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

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Choi, Siu-Ming, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy, and Feng-Min Wei. "Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 146–56. http://dx.doi.org/10.1123/jtpe.2019-0076.

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Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

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Ward, Phillip, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars. "Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 372–81. http://dx.doi.org/10.1123/jtpe.2020-0242.

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The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.

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Larsson, Lena, Susanne Linnér, and Katarina Schenker. "The doxa of physical education teacher education – set in stone?" European Physical Education Review 24, no. 1 (September 13, 2016): 114–30. http://dx.doi.org/10.1177/1356336x16668545.

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In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.

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López-García, Ginés David, Antonio Granero-Gallegos, María Carrasco-Poyatos, and Rafael Burgueño. "Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education." International Journal of Environmental Research and Public Health 20, no. 1 (January 3, 2023): 878. http://dx.doi.org/10.3390/ijerph20010878.

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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

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