Relevant bibliographies by topics / Physical education teachers Certification Australia

Academic literature on the topic 'Physical education teachers Certification Australia'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Physical education teachers Certification Australia"

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Houston, Jennifer, and Pamela Hodges Kulinna. "National Board Certification for Physical Education Teachers." Strategies 26, no. 3 (May 2013): 19–24. http://dx.doi.org/10.1080/08924562.2013.779864.

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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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Gaudreault, Karen Lux, and Amelia M. Woods. "The Benefits of Pursuing National Board Certification for Physical Education Teachers." Journal of Physical Education, Recreation & Dance 83, no. 8 (October 2012): 49–52. http://dx.doi.org/10.1080/07303084.2012.10598830.

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Rhoades, Jesse Lee, and Amelia Mays Woods. "National Board Certified Physical Education Teachers Task Presentations and Learning Environments." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 4–20. http://dx.doi.org/10.1123/jtpe.31.1.4.

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This study examined National Board Certified Physical Education Teachers’ (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization.
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Whipp, Peter R., and Kasper Salin. "Physical education teachers in Australia: Why do they stay?" Social Psychology of Education 21, no. 4 (April 20, 2018): 897–914. http://dx.doi.org/10.1007/s11218-018-9443-0.

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Richards, K. Andrew R., Amelia Mays Woods, Mengyi Wei, and Jeongkyu Kim. "Workplace experiences of physical educators with and without National Board Certification." European Physical Education Review 28, no. 2 (October 14, 2021): 397–413. http://dx.doi.org/10.1177/1356336x211050920.

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Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct comparisons between the perceived workplace experiences of physical education NBCTs and non-NBCTs have not yet been made. The purpose of the current investigation was to examine the workplace experiences of physical education NBCTs and non-NBCTs while accounting for teaching level. A recruitment email was sent to 500 physical education NBCTs and 420 physical education non-NBCTs. Using a case–control design, 74 NBCTs were selected and matched with 74 non-NBCTs. A 2 × 2 factorial MANCOVA test, a univariate ANCOVA test, and an independent-samples t-test were used in data analysis. Results indicated that the main effect for NBCT status was significant. Specifically, NBCTs felt less isolated than their non-NBCTs counterparts. NBCTs generally perceived that they mattered more than non-NBCTs, especially at the secondary level. Additionally, teachers with NBCT certification reported higher levels of role conflict and role overload than those participants without NBCT status. This study highlights important connections between NBCT status and teachers’ workplace experiences that both relate to and extend previous research. Future scholars should consider seeking to understand the mechanisms that underlie reported differences between NBCTs and non-NBCTs.
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SueSee, Brendan, Ken Edwards, Shane Pill, and Thomas Cuddihy. "Observed teaching styles of senior physical education teachers in Australia." Curriculum Perspectives 39, no. 1 (July 23, 2018): 47–57. http://dx.doi.org/10.1007/s41297-018-0048-8.

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Liu, Jia. "Reform and Practice of Basketball Curriculum Under the Background of Physical Education Professional Certification." Learning & Education 10, no. 3 (November 7, 2021): 180. http://dx.doi.org/10.18282/l-e.v10i3.2441.

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Basketball course in line with the echo of personalized learning, online teaching, leading, dynamic and open teaching and efficient interaction between teachers and students, the depth of inquiry learning, improve teaching mechanism, such as teaching target, make the effective combination of students’ knowledge, ability and quality, cultivate students the comprehensive ability to solve the problem and higher-order thinking, with the teachers’ sense of responsibility and initiative, As well as to become an excellent physical education worker’s accomplishment, so that the basketball course teaching content has The Times and forward-looking, the teaching form has the advanced and interactive.
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.

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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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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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Dissertations / Theses on the topic "Physical education teachers Certification Australia"

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Gaujers, Regina D. "The impact of the expectations of significant others in the school setting on female leadership in physical education in Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/944.

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This study investigated the impact of the expectations of significant others in the school setting on the promotional aspirations of female physical education teachers in government secondary schools in Western Australia. It explored the ways in which meanings and expectations in the school environment are constructed in relation to wider societal values and ideologies, and how they are negotiated in social settings that are characterised by both constraints and opportunities for action. Despite the equitable proportion of females and males teaching the subject, and the absence of Education Department policy constraints on female promotion since 1972, females remain significantly underrepresented at Head of Department level. In 1995, women held only two (2.7%) of the 73 substantive appointments. The critical paradigm adopted for the study and the research methodology was qualitative. The research design comprised five interrelated and sequential phases. During phase 1, preliminary data was gathered on the perceived essential skills and qualities required by Heads of Department in physical education. Phase 2 involved in-depth interviews in order to document government school female teachers' own accounts of their lives, career aspirations and the expectations of significant others in the context of the school and wider social world; and the accounts of female teachers' significant others with regard to their perceptions and expectations concerning female leadership. During Phase 3, interviews were conducted with female Heads of Department in nongovernment schools to ascertain system differences which may have led to the greater number of these women in the leadership role. Follow-up interviews with the government school female teachers were conducted during phase 4 of the study, and served to clarify and validate findings. Female physical education teachers considering applying for promotion also emerged as a sample group during the course of the study, and these women participated in a group discussion forum. The sample comprised government school female and male physical education teachers and Heads of Department of physical education and nongovernment school female Heads of Department of physical education. The study aimed to build on the findings of my previous, exploratory research regarding factors contributing to the underrepresentation of females at Head of Department level in physical education (Bloat, 1992); to sensitise the participants to the nature, construction and impact of expectations regarding female leadership; and to develop recommendations to redress the imbalance of female Heads of Department in physical education in government schools. The findings of the study confirmed that the expectations of significant others in the school setting have a powerful impact on the promotional aspirations of female physical educators. Expectations regarding the appropriateness of female leadership in physical education were constructed on the basis of individuals' interactions with the social system, characterised by a male paradigm, male dominance and male power. These expectations were communicated to female teachers by means of chauvinism; exclusion; the lower status accorded women in Physical Education Departments; the lack of both encouragement towards promotion, and female role models to demonstrate the opportunities for women; and the fact that the leadership role is more difficult for females. They impacted on the carter development of female physical educators by constraining the women's promotional aspirations. Finally, recommendations based on the findings are made primarily to the Education Department, but also to teacher education institutions and female physical educators. The suggested measures to address the problem focus on the need to move beyond mere policy change. The recognition and valuing of feminine leadership; the establishment of targets for increasing female representation; the identification and sponsorship of potential female candidates; and the introduction of a five year contract for Heads of Department are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical educators.
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Oliveira, Nuno Matos. "Teachers' experiences with disengagement in physical education classes at secondary school level in the Perth Metropolitan Area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1274.

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Students’ disengagement from school has been one of the major concerns in educational research (Fredricks, Blumenfeld, & Paris, 2004). According to researchers (Alexander et al., 1997; Finn & National Center for Education Statistics, 1993; Finn & Rock, 1997; Finn & Voelkl, 1993; Fredricks & Blumenfeld et al., 2004) the more disengaged the students are, the more likely they will be to fail academically and ultimately drop out. Although researchers have already identified several risk factors that can influence students’ engagement (Fulton, 2007; Lee & Burkam, 2003; Newmann, 1992), very few studies have explored teachers’ views of this educational issue. The same seems to be the case in Physical Education where the curriculum has been identified as one of the major factors that influences students’ enagagement (Alexander, 2008; Cothran & Ennis, 1998; Garn & Cothran 2006; Rikard & Banville, 2006; Salee, 2000; Supaporn & Griffin, 1998; Smith & Parr, 2007), However, few studies have given voice to teachers in this matter. Thus, this research sought to explore the way Physical Education teachers experience students’ disengagement at the class level and to ascertain their awareness of some of the educational issues addressed in the literature. This research used a qualitative approach within an interpretivist theoretical framework, studying a total of four public schools and fourteen PE teachers. The data collection was conducted through individual semi-structured interviews which were guided by a theme list and recorded in a digital format. The data analysis consisted of coding the transcripts into different categories, identifying meaningful patterns. The analysis of the data collected resulted in three main findings. Firstly, results showed that participants failed to recognize some of the factors identified in the literature that typically influence engagement. This compromised their interventions and therefore their ability to re-engage students in PE. Secondly, participants focused their pedagogical adjustments at the lesson level and not at the curriculum level. Thirdly, teachers were more focused on the processes of learning than on learning outcomes themselves. They were aware of their short- and long-term goals but acknowledged that they could not achieve either of them due to a range of factors, including curriculum limitations.
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O'Donnell, Brian Charles. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030604.092549/index.html.

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Bloot, Regina D. "Reasons for the underrepresentation of females at Head of Department level in physical education in government secondary schools in Western Australia: Perceptions of female physical education teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1130.

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This study focuses on reasons why so few females hold Head of Department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, females remain grossly underrepresented in leadership roles. In 1991, women held only five (7%) of the 70 substantive Head of Department appointments. Individual indepth interviews were used as the means of data collection to document female teachers' own accounts of their lives, career aspirations, and what they perceived to be the barriers and encouragements for promotion in physical education. A sample of female physical education teachers was selected and subdivided into three groups based on their years of teaching experience and occupancy of Head of Department positions. The intention of such a categorization was to obtain a broad spectrum of perceptions, and to facilitate comparison between the groups to indicate the varying effects that changing Ministry of Education policies and societal expectations have had on the promotional prospects and aspirations of female physical educators. The factors that emerged as constraints to the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender-roles, and comprised both external systemic and internalized psychological barriers. It is proposed that many of the perceived deterrents are in fact created in the minds of female teachers to mask their lack of self-confidence and/or ambition. For this reason, social settings from studentship, through teacher education, to the teaching environment can play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers. Finally, recommendations based on the findings are made to three key groups, namely, the Ministry of Education; teacher education institutions; and female physical education teachers. The suggested measures to address the problem focused on the need to do more than just change policy. Education regarding promotion; the identification and sponsorship of potential female candidates; the provision of networking and support groups; mentoring by female leaders; and a non-discriminatory selection process are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical education teachers.
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O'Donnell, Brian Charles, of Western Sydney Macarthur University, and Faculty of Education and Languages. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession." THESIS_FEL_XXX_O'Donnell_B.xml, 1999. http://handle.uws.edu.au:8081/1959.7/78.

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Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.
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Nicholas, Ward C. "The state of knowledge and understanding of sporting injuries in Queensland state secondary school teachers." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36722/1/36722_Digitised%20Thesis.pdf.

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Organised physical activity in schools is usually a combination of participation in physical education lessons and sporting teams. Whilst the health and motor related fitness benefits of physical activity for children and adolescents are substantial, participation also carries a degree of risk. Most teachers, coaches, administrators and parents possess a general understanding of safety issues including the risks involved in physical activity. However, there is some concern in the literature that these responsible adults are not always well equipped to supervise physical activity, to prescribe exercise safely and consequently, to cope with injuries that may occur. This investigation, encompassing a representative crosssection of Queensland State secondary school personnel responsible for the provision of physical activity, was designed to establish the level of staff knowledge and understanding of prevention and treatment of injuries resulting from physical activity participation. An associated aim was to assess knowledge and understanding of physical growth and development issues. A comprehensive selfadministered survey was used to collect data from a sample of State Secondary schools throughout Queensland. A total of 977 surveys were distributed to 166 schools. Responses were received from 192 participants which represented a return rate of 20%. Data were analysed using Chi-squared and Kruskal-Wallis tests utilising the SPSS-X computer program. The results highlighted deficiencies in teachers' knowledge and understanding of numerous physical activity related issues. These included a poor understanding of the more significant physical growth and development principles and the relationship of these to injury. Generally, teachers had a superficial understanding of the maturation process, including growth and development of the musculoskeletal system, sexual differences in physique, body composition and physiological adjustments to exercise. The limited knowledge of responsible adults presupposes a potential threat to the safe prescription of exercise and supervision of physical activity. A number (34%) of staff still believe that chronological age is the ideal method to be used when selecting a sporting team. Such a practice can contribute to the matching of individuals who are significantly different in physique. In contact sports particularly, this mixing of disparate somatotypes could increase the potential for injury. The results also reinforced the need for a concise, simple and standardised system for recording injuries at the school level. Current methods are often imprecise and inconsistent. The majority of staff were not aware of the Queensland Department of Education's policy on sport (and consequently safety in that activity) before taking responsibility for groups of youngsters. Only 35% of respondents had read the policy information provided. Many staff highlighted the difficulty they had in accessing appropriate short courses, seminars and programs that could provide them with the information and skills they require. Those surveyed categorised the need for continuing education programs in physical growth and development, first aid and sports injury management and regular coaching courses.
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"Measures of Effective Teaching: National Board Certification and Physical Education Teachers." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25906.

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abstract: The non-profit National Board for Professional Teaching Standards (NBPTS) grew out of the belief that teachers were a key factor in improving student achievement and that the profession needed a way to recognize and reward exemplary classroom teachers. Over 100,000 teachers nationwide have achieved National Board Certification across all certificate areas, with approximately 1,800 of those in the area of Physical Education. Although National Board Certified Teachers (NBCTs) have been the subjects of several studies since the inception of NBPTS, very few have investigated the impact of National Board Certification (NBC) and Physical Education Teachers. This study examined the teaching effectiveness of NBCPETs and non-NBCPETs as they taught intact Physical Education classes with their own students. Participating teachers were provided with an experimental teaching unit (ETU) with a specific learning objective, but were free to plan and design the intended instruction. This study also examined the cognitive processes of NBCPETs and non-NBCPETs during interactive teaching. Academic Learning Time-Physical Education (ALT-PE), the System for Observing Fitness Instructional Time (SOFIT), stimulated-recall interviews, and document analysis were utilized for data collection. Pre- and post-tests on the ETU specific learning objective were conducted to determine student learning and three lessons were videotaped and used in subsequent analysis. Stimulated recall interviews were conducted following each lesson, lasting between 5 to 15 minutes. Themes that emerged from the stimulated-recall interviews across all teachers included: 1) building on past skills, 2) modifications to increase physical activity, and 3) goal-directed instruction. In addition, there is no difference between the amount of time students of NBCPETs engage in moderate to vigorous physical activity (MVPA) as compared to students of non-NBCPETs. Similarly, students of non-NBCPETs are provided the same amount of motor activity at an appropriate success rate (ALT-PE) as students of NBCPETs. Lastly, the results showed no difference in gain scores of the learning objectives between the two groups of teachers.
Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2014
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Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.

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Australia’s education system is undergoing major reform with the staged introduction of the Australian Curriculum starting in 2010. One of the learning areas designated for development in the Australian Curriculum is Health and Physical Education (HPE). The aim of this study is to examine the understandings, attitudes and intentions of regional HPE teachers in relation to the Australian Curriculum: Health and Physical Education (AC:HPE). A qualitative research method based on narrative inquiry has been used to gather data to provide a depiction of regional secondary school HPE teachers during the initial implementation phase of the AC:HPE. This study is significant in that it occurs at a unique time in Australia’s education system with the realisation of the nation’s first national curriculum. Furthermore, this study will contribute knowledge to an area of HPE research that has received little scholarly attention in the past, using a research methodology that is not usually associated with the discipline.
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Spittle, Sharna. "An examination of teacher confidence and motivation to teach primary school physical education." Thesis, 2015. https://vuir.vu.edu.au/32302/.

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Primary school physical education can provide important opportunities for children to be active in environments that support the development of movement and sports skills. Research has highlighted that many Australian children display low levels of physical activity and motor co-ordination (Morgan et al., 2013), making the delivery of quality physical education at a primary school level even more important. In Australia, primary physical education is regularly delivered by generalist primary school teachers, who may have limited training in the curriculum area. It appears, however, that the pre-service and in-service generalist teachers who constitute critical factors in the delivery of quality physical education have low levels of confidence and also potentially lower motivation to teach in this domain. Although research consistently confirms lower levels of confidence, the measures used often lack detail of their development and supporting psychometric evaluation. Validity and reliability is not often assessed or reported and measures tend to be narrowly focused on particular areas of physical education. Although confidence has been explored, motivation has rarely been investigated in relation to teaching primary physical education, despite a range of measures of general motivation for teaching. For this reason, validated and psychometrically evaluated instruments to assess the motivation to teach physical education warrant construction.
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Books on the topic "Physical education teachers Certification Australia"

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Inc, XAMonline, ed. CSET physical education, 129, 130, 131: Teacher certification exam. 2nd ed. Boston: XAMonline, Inc., 2008.

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Luke, Kelly, ed. Adapted physical education national standards. Champaign, IL: Human Kinetics, 1995.

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Luke, Kelly, ed. Adapted physical education national standards. 2nd ed. Champaign, IL: Human Kinetics, 2006.

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National Board for Professional Teaching Standards (U.S.). Early and middle childhood physical education portfolio: For teachers of students ages 3-12. Arlington, Va: National Board for Professional Teaching Standards, 2002.

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National Consortium for Physical Education and Recreation for Individuals with Disabilities (U.S.). Adapted physical education national standards: Study guide : a project of the National Consortium for Physical Education and Recreation for Individuals with Disabilities in accordance with its mission to serve the profession. Edited by Kelly Luke. [S.l.]: The Consortium, 1997.

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Lucewich, Alexandria. Physical education: Study guide and full exam. Delray Beach, FL: XAM, Inc., 1999.

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Lucewich, Alexandria. Physical education: Study guide and full exam. Delray Beach, FL: XAM, Inc., 2001.

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White, Calvin O. Preparing, studying, and taking tests. Boston, MA: Pearson Education, 2003.

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White, Calvin O. Preparing, studying, and taking tests. 2nd ed. Boston, MA: Pearson Custom Pub., 2007.

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Claude, Bar-Garapon, Albertini Pierre, and Institut national du sport et de l'éducation physique (France), eds. Mémento de l'éducateur sportif, 2e degré: Formation commune. Paris: I.N.S.E.P. Publications, 1986.

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Conference papers on the topic "Physical education teachers Certification Australia"

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Syahruddin, Mr, Tri Sudirga, Muhammad Syahrul Saleh, and M. Sahib Saleh. "Integration of Certification and Performance Management of Physical Education Teachers." In 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.63.

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Lockyer, Lori, and John Patterson. "Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3093.

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In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.
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