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Relevant bibliographies by topics / Physical education teachers

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Academic literature on the topic 'Physical education teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Physical education teachers"

1

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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Henderson, Donald H. "Physical Education Teachers." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 44–48. http://dx.doi.org/10.1080/07303084.1985.10604215.

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3

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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4

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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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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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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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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8

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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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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Akhtar, Saira, Muhammad Imran Yousuf, and Qaisara Parveen. "The Perception of Physical Education Teachers towards Physical Education at Public Secondary Schools Punjab, Pakistan." Global Social Sciences Review VII, no. I (March 30, 2022): 134–46. http://dx.doi.org/10.31703/gssr.2022(vii-i).14.

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The study aimed to examine the physical education teacher's perception of physical education classes at public secondary schools in Punjab,Pakistan. The targeted population of this study was the physical education teachers working in secondary schools. The study sample was taken from four districts of Punjab (Lahore, Faisalabad, Gujranwala, and Rajanpur). Eighty physical education teachers participated in this study. Data was collected using an adapted questionnaire. The descriptive and inferential statistic techniques were applied to analyze the data. The gender perception differences of teachers were tested through an independent t-test. Age and qualification differences were measured through a one-way analysis of variance (ANOVA). The relationship between age, qualification and perception was examined through correlation analysis. The findings revealed a significant difference in teachers' perceptions of gender, age and qualification groups. Age, qualification and perception have a positive and meaningful relationship. The results showed that male teachers have a higher perception of physical education than females.

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Dissertations / Theses on the topic "Physical education teachers"

1

Pope, 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.

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2

Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&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.

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Balke, 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.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph Weir. Includes bibliographical references (leaves 201-218).

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Lo, 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.

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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.

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Ammah, Jonathan Osbert Ayi. "Inclusion practices of secondary physical education teachers." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371558634.

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7

Ravizza, Dean Michael. "Students' Perceptions of Physical Education Teachers' Caring." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27809.

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The concept of caring is reported to be an important factor in the teacher-student relationship. However, this concept has not been widely explored in the context of the teacher-student relationship in physical education. The purpose of this study was to gain insights into students' perceptions of physical education teachers' caring. The researcher sought to describe the perceptions students had in regard to caring behaviors exhibited by their physical education teachers. Twelve eighth-grade students from a local middle school in Southwest Virginia participated in this study. The research questions were investigated using a qualitative research design that included semi-formal interviews and field observations. The results indicated that multiple opportunities existed for the physical education teachers to demonstrate caring behaviors toward their students. The students described their perceptions of physical education teachers' caring along dimensions of content and pedagogy and interpersonal relationships. The researcher determined that factors existed that facilitated and presented barriers to the caring process. Facilitators of caring in physical education included the nature of the class, flexibility in teacher expectations, and class activities. Barriers to caring were revealed as length of time with the teacher, student personalities, role of the teacher/coach, and class size. Furthermore, physical education teachers' caring was determined to be a positive factor in students' attitudes toward physical education and their participation in physical education class. The results did not indicate a clear pattern of responses based on the skill level of each participant. Directions for future research on the concept of caring as it relates to physical education are discussed.
Ph. D.

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8

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/.

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The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.

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9

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.

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The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddenss work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by learning conversations, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergens notion of the saturated self and Giddens ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kellys theory encouraged a number of the students to see it differently (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this critical approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.

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Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.

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The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.
This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).

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Books on the topic "Physical education teachers"

1

Bonnie, Pettifor, ed. Physical education methods for classroom teachers. Champaign, IL: Human Kinetics, 1999.

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Force, National Association for Sport and Physical Education Beginning Teacher Standards Task. National standards for beginning physical education teachers. Reston, VA: The Association, 1995.

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Evans, John, 1952 Oct. 16-, ed. Teachers, teaching, and control in physical education. New York: Falmer Press, 1988.

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4

Mike. The Great Ontario physical education teachers' resource. Calgary, Alberta: Detselig Enterprises Ltd., 2009.

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Great Britain. Welsh Office. Education Department. Inspectorate. The preparation of physical education teachers during initial teacher training. Cardiff: Welsh Office, 1997.

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Carnes, Cliff. Awesome primary action units: An elementary school primary physical education book : a practical elementary physical education book for primary teachers and physical education teachers. Carmichael, CA: Education Co., 1992.

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Education, National Association for Sport and Physical. Advanced physical education program report manual: Including NASPE/NCATE 2001 advanced physical education standards. 4th ed. Reston, Va: National Association for Sport and Physcial Education, 2002.

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Capel, Susan, and Julia Lawrence. Mentoring Physical Education Teachers in the Secondary School. Edited by Susan Capel and Julia Lawrence. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444.

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9

Mays, Woods Amelia, ed. Physical education and activity for elementary classroom teachers. New York: McGraw-Hill, 2012.

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10

National Council for Accreditation of Teacher Education. NCATE/NASPE physical education guidelines: An instructional manual. 2nd ed. Reston, Va: American Alliance for Health, Physical Education, Recreation, and Dance, 1989.

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Book chapters on the topic "Physical education teachers"

1

Bai, Chun Mei. "Lifelong Education of Physical Education Teachers." In Lecture Notes in Electrical Engineering, 27–33. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_4.

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Howells, Kristy. "Mentoring for physical education." In Mentoring Teachers in the Primary School, 171–89. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-18.

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Heck, Sandra, and Claude Scheuer. "Diagnostic Competence of Physical Education Teachers." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_339-1.

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Heck, Sandra, and Claude Scheuer. "Diagnostic Competence of Physical Education Teachers." In Encyclopedia of Teacher Education, 455–59. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_339.

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Lawrence, Julia, Karen Low, and Joanna Phan. "Observing beginning physical education teachers teaching." In Mentoring Physical Education Teachers in the Secondary School, 183–94. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-14.

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De Andrade, Leonardo Carlos, Joyce Nascimento Nunes, and Ana Letícia Souza Garcia. "Teaching Possibilities for Physical Education Teachers." In Routledge Handbook of the Global South in Sport for Development and Peace, 505–16. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032667805-38.

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Gleddie, Douglas, and Jodi Harding-Kuriger. "Teaching teachers about Meaningful Physical Education in a northern Canadian setting." In Meaningful Physical Education, 87–100. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge focus on sport pedagogy: Routledge, 2021. http://dx.doi.org/10.4324/9781003035091-11.

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Coulter, Maura, Richard Bowles, and Tony Sweeney. "Learning to teach generalist primary teachers how to prioritize meaningful experiences in physical education." In Meaningful Physical Education, 75–86. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge focus on sport pedagogy: Routledge, 2021. http://dx.doi.org/10.4324/9781003035091-10.

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Todorovich, John R. "Research on Teaching Health and Physical Education." In International Handbook of Research on Teachers and Teaching, 1061–77. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_70.

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Goldberger, Michael. "Evaluating Preparation Programs for Physical Education and Health Education Teachers." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas, 107–25. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_7.

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Conference papers on the topic "Physical education teachers"

1

Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.

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Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.

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Kuzina, M. V. "ADAPTIVE PHYSICAL EDUCATION AS A NECESSARY COMPONENT OF STUDENTS ' PHYSICAL DEVELOPMENT." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/29.

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The article presents the results of a study on the need to introduce adaptive physical education in schools of Zolotukhinsky district. Adaptive physical education is a necessary component of both physical and social development of the student. For conducting adaptive physical education classes, an annual plan is drawn up, which reflects the number of hours for classes, topics, and the planned result. The article deals with the problems of introducing adaptive physical education, the possibility of an educational organization to have full-time teachers with special education.

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Puertas-Molero, Pilar, Antonio Pérez-Cortés, María Sánchez-Zafra, and Carolina Castañeda-Vázquez. "Emotional intelligence in university Physical Education teachers." In Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc2.34.

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Zhang, Tan. "Physical Education Teachers' Job Demands and Resources Under Teacher Accountability System." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685067.

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Осипова, Ирина Сергеевна, and Наталья Ивановна Постникова. "RESILIENCE OF PHYSICAL EDUCATION TEACHERS AS AN ASPECT OF SOCIAL SECURITY." In Национальная безопасность России: актуальные аспекты: сборник избранных статей Всероссийской научно-практической конференции (Санкт-Петербург, Июль 2020). Crossref, 2020. http://dx.doi.org/10.37539/nb186.2020.57.89.004.

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Цель статьи - на основе анализа научной литературы раскрыть актуальность формирования резильентности у будущих педагогов физической культуры. Резильентность педагога физической культуры рассматривается как опора формирования социальной безопасности. The purpose of the article is to reveal the relevance of the formation of resilience in future teachers of physical culture. The resilience of a physical culture teacher is considered as a support for the formation of social security.

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Muca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.

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ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from various levels of professional qualification, who led classes in physical education and sports in the Albanian school system. A modified questionnaire with 22 items related to satisfaction with the teaching profession was applied. The statistical instruments for this study were: descriptive analysis, factor analysis principal component analysis. The following five factors related to the satisfaction of the profession were identified: (a) professional relations, (b) professional development and educational reforms, (c)organization working conditions, (d) social working conditions, (e) salary, and insurance. The items with the highest values were: - professional relations with colleagues, professional relations with school management, evaluation of school management at work, and opportunities to participate in the education and personal development of youth. In contrast, the items with the lowest values were the amount of payment, working conditions and facilities for educational activity, reforms in education, social and health insurance. This study found that factors related to internal educational setting and professional environment have the greatest impact on teachers’ satisfaction. On the other hand, external factors contribute to teachers’ dissatisfaction such as salary, health insurance, working conditions, facilities, and reforms in education.

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Heryati, Euis, and Een Ratnengsih. "Adaptive Physical Education Model for Increasing Physical Fitness of Children With Intellectual Disability." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.34.

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Uspuriene, Aiste Barbora, and Vilius Iurgelaitis. "Competences of physical education teachers in the sports injuries prevention." In International Research-to-practice conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508096.

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School is a place where children spend most of their time. Thus, it is particularly important to ensure that it has a healthy and safe learning environment. Quite often, children experience injuries during physical education classes. Considering to the problem of children injuries in physical education classes, it is important to examine their prevalence, to analyze the causes of injury in physical education classes to prevent or reduce them. There is still a lack of research on the competence of physical education teachers in the prevention of sports injuries. Research aim – to identify the competences of physical education teachers for the sports injuries prevention. Using the questionnaire survey we investigated that physical education teachers pay attention to the warm-up and correct exercise in the physical education lesson. Students are rarely injured in the lessons of these physical education teachers. The research showed that competencies of surveyed physical education teachers are high.

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Pavlyuk, Oksana. "Motivation To Self-Improvement Among Physical Education Teachers." In ICPESK 2018 - International Congress of Physical Education, Sports and Kinetotherapy. Education and Sports Science in the 21st Century, Edition dedicated to the 95th anniversary of UNEFS. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.16.

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Reports on the topic "Physical education teachers"

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.

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Ma, Luhong. The influence of self-efficacy on burnout and professional development of physical education teachers in the digital age: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2023. http://dx.doi.org/10.37766/inplasy2023.6.0026.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers.

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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).

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Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini, and Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, November 2023. http://dx.doi.org/10.58261/misf7076.

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Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hub, this Spotlight contributes to identifying EdTech innovations that have a great potential to be scaled and are being impactfully implemented in the context of Bangladesh and beyond, to directly address and support the learning needs of children, as well as supporting education stakeholders such as educators, parents, and communities coming from varying social and economic backgrounds. We sought a range of hi- to low-tech solutions, encompassing everything from SMS-based technologies and game-based learning to school management systems. These innovations target various educational stakeholders, including teachers, students, and administrators. This Spotlight also demonstrates how private and public sector players fit in the EdTech innovation ecosystem.

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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).

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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.

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