Academic literature on the topic 'Physical education teachers Victoria Interviews'
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Journal articles on the topic "Physical education teachers Victoria Interviews"
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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.
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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Tutkun, Erkut, Ilyas Gorgut, and Ibrahim Erdemir. "Physical Education Teachers’ Views about Character Education." International Education Studies 10, no. 11 (October 29, 2017): 86. http://dx.doi.org/10.5539/ies.v10n11p86.
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The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.
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Sağin, Ahmet Enes, Sinan Uğraş, and Mehmet Güllü. "Bullying in Physical Education: Awareness of Physical Education Teachers." Physical Culture and Sport. Studies and Research 95, no. 1 (June 1, 2022): 40–53. http://dx.doi.org/10.2478/pcssr-2022-0010.
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Abstract This study investigates how physical education (PE) teachers make sense of peer bullying, which types of behaviors they associate with peer bullying, their opinions about these behaviors, and methods for preventing bullying. The study group consisted of 18 PE teachers. The interview technique was used as a qualitative research method in the study. The data obtained after one-on-one interviews were analyzed through content analysis. According to the data obtained, PE teachers are the most important variable in the decrease or increase of peer bullying in classes. However, PE classes provide a suitable environment for the emergence of peer bullying. Additionally, bullying caused by the individual characteristics of students and environmental reasons can increase in schools, and there are generally no collective intervention programs within schools to prevent it. According to the teachers’ opinions, some of the important results are that students who are exposed to bullying experience the same fear every week in PE lessons, and although it is known that the majority of them do not want to participate in the activity in order to avoid being bullied, no solution can be found.
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Lee, Hong-Min. "Physical education teachers’ perceptions of professional socialization." Journal of Kinesiology & Wellness 4, no. 1 (November 1, 2015): 39–42. http://dx.doi.org/10.56980/jkw.v4i1.23.
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The purpose of this study was to examine factors affecting positive professional socialization of physical education (PE) teachers. The participants were one elementary and two middle school PE teachers. Data were collected through field notes during passive participant observations, two semi-structured formal interviews and informal interviews, and document analysis of autographical posters. Thematic analysis was employed to examine data. The triangulation of data and member checks were utilized to establish trustworthiness. Results showed that the three PE teachers strengthened their teaching perceptions during professional socialization. The following key themes were identified in the study: impact from physical education teacher education faculty, positive experiences in method courses, positive experiences in early field experiences and student teaching, and close supervision from classroom teachers and university supervisors. The findings of the study suggested that different socializing events played a significant role in shaping positive perspectives during early field experiences, physical education teacher education courses, and student teaching.
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Williams, Jacqueline A. "Teacher Moonlighting: Interviews with Physical Educators." Journal of Teaching in Physical Education 13, no. 1 (October 1993): 62–77. http://dx.doi.org/10.1123/jtpe.13.1.62.
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The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur.
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Nampai, Udon, Caly Setiawan, and Jeremy T. Yeats. "Teachers’ beliefs about the trends of current physical education." Jurnal Penelitian dan Evaluasi Pendidikan 26, no. 1 (June 30, 2022): 98. http://dx.doi.org/10.21831/pep.v26i1.50397.
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The purpose of this study was to investigate the beliefs among professionals in the field of physical education in elementary level, more specifically in the context of Thailand. The participants were five exemplary elementary PE teachers. All participants signed informed consent prior to data collection. We used semi-structured interviews in order to gather information of participants’ beliefs. Each interview lasted approximately 45 minutes. All interviews were audio recorded and later transcribed for analysis. Data collection occurred in two ways: (a) in-depth semi-structured interviews (b) semi-structured follow-up interviews. Data were analyzed using a thematic coding procedure in order to find the significant statements that related to research questions. Results showed three themes constructed from data analysis including trends: (1) to teach foundation of basic skills that moved beyond sport oriented PE, (2) to consider physical education for Health and the integrated physical education, and (3) to perceive limited time to deliver contemporary physical education. We conclude that the beliefs about the trends in physical education has been aligned with the global trends in physical education. These cover topic areas of skill development and health issues with strong emphasis on physical education that serves the best interests of the children. Relevant stakeholders should then ensure that physical education will be delivered according to the interest of today’s children. Future research should seriously focus on this specific area of study, encompassing policy, program, and practice of physical education.
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Parker, Jenny. "Secondary Teachers’ Views of Effective Teaching in Physical Education." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 127–39. http://dx.doi.org/10.1123/jtpe.14.2.127.
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The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.
Dissertations / Theses on the topic "Physical education teachers Victoria Interviews"
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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.
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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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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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Arnold, Julie. "Tracing the mindshift in preservice teachers: learning landscapes." Thesis, 2015. https://vuir.vu.edu.au/29794/.
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The search for quality and relevance in higher education curriculum drives educational reform.
In 2004, research supporting an ‘Inquiry into the suitability of current preservice teacher
education courses’ was presented to the Parliamentary Committee on Education and Training
in Victoria (Victorian Parliament, Education and Training Committee 2005) and another in 2009
titled, ‘Inquiry into effective strategies for teacher professional learning’ Final report (Victorian
Parliament, Education and Training Committee 2009). In response to this reconceptualisation
of teacher education for the 21st century, questions have been raised by academics; and in this
new context, debate and research are focussing on the hegemony of preservice teacher education
(Shulman 1987; Cochran-Smith 2001; Loughran 2006). Reform of teacher education has been
a focus of historical and contemporary community debate. The development of educational
programs for teachers implies the generation of higher levels of thinking, metacognition and
learning to enable preservice teachers to think about their own thinking (Pohl 2000). The aim
of this research is to describe the layers of learning experiences and development involved in
preservice teacher education and, in particular, to articulate a reflective pedagogical paradigm that
is inherent in the process of becoming a reflective practitioner. Research into higher education
plays a meaningful role by informing contemporary public debate and assisting in directing
policy-makers in the development and optimisation of higher education.
Books on the topic "Physical education teachers Victoria Interviews"
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Zum beruflichen Selbstkonzept des Sportlehrers: Eine qualitative Untersuchung zum beruflichen Selbstbild und Selbstverständnis von Sportlehrern und Sportlehrerinnen, mit dem besonderen methodisch-methodologischen Schwerpunkt der kommunikativen Validierung von qualitativen Interviews. Frankfurt am Main: P. Lang, 1995.
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Belastungssituationen im Selbstverständnis junger Sportlehrer: Ein Beitrag zur Praxisforschung im Sportunterricht. Schorndorf: K. Hofmann, 1986.
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Oteghen, Sharon L. Van. AAHPERD leaders: The first 100 years. Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance, 1994.
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Kunnari, Ari. Liikuntapääoma ja holistinen ihmiskäsitys liikuntaa opettavan työssä. Rovaniemi: Lapin yliopistokustannus, 2011.
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D, Tannenbaum Margaret, ed. Concepts and issues in school choice. Lewiston: E. Mellen Press, 1995.
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An interpretive inquiry of the professional life histories of selected women dance/physical educators. 1992.
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An interpretive inquiry of the professional life histories of selected women dance/physical educators. 1992.
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An interpretive inquiry of the professional life histories of selected women dance/physical educators. 1992.
Find full textBook chapters on the topic "Physical education teachers Victoria Interviews"
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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.
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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments, 291–303. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.
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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.
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Delk, Desmond Woodruff. "Voices of Experienced Physical Educators of English Language Learners." In Culturally Responsive Teaching and Learning in Higher Education, 280–303. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch013.
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The purpose of this chapter was to explore the factors that impact the teaching behaviors and goals of physical education teachers of English language learners (ELLs). Guided by the tenets of the theory of planned behavior, field notes and interviews of four PE teachers were conducted. Using qualitative methods through an interpretivist paradigm, the researcher found that these teachers 1) used an array of strategies to teach ELLs (peer helpers, demonstrations, Spanish infusion, and classroom routines) and 2) aspire to create inclusive and comprehensive learning environments for ELLs irrespective of administrative and parental engagement. The findings from this study indicate that the participants exhibit a commitment to diverse pedagogical approaches when teaching ELLs. Their limited background knowledge on teaching ELLs has forced these educators to develop unconventional practices and implement a variety of pedagogical approaches to ensure that all students learn, including ELLs.
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Gordon, Maria. "Parents as Advocates for Children with IBD at School." In Advances in Early Childhood and K-12 Education, 138–50. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch007.
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Inflammatory Bowel Disease (IBD) is an “invisible” chronic illness, which is largely internal without significant observable external symptoms. Children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as side effects from the medications. As a result, they necessitate special accommodations while they are in school. The Quebec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. A case study conducted by Gordon (2013) with five families that participated in individual, semi-structured interviews revealed that families with a child with IBD functioned relatively well. These outcomes are contrary to the literature on families of children with disabilities. However, in Quebec public schools, parents and their children experienced teachers who lacked awareness of IBD and who provided insufficient classroom support. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child's behalf. This chapter will present the parents' school experiences and conclude with practical recommendations for teachers and families.
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Islam, Mohammad Nazmul, and Tasnima Aziza. "Work From Home Experience of University Teachers During the COVID-19 Pandemic." In Cybersecurity Crisis Management and Lessons Learned From the COVID-19 Pandemic, 192–217. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9164-2.ch009.
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COVID-19 has enforced work from home (WFH) in all the sectors to continue their operations; university education is not an exception. Both the public and the private universities of Bangladesh have to adopt online teaching to reduce academic loss. As teaching from home (TFH) is a new work arrangement for the teachers, this chapter explores their experiences. Different challenges regarding teaching and research activities, work-life balance, financial condition, and physical and mental state have been identified from in-depth interviews with 30 teachers from both types of universities. Some positive experiences have also been found, which indicates that the effect of TFH depends on variables like age, gender, marital status, number of dependents, and the type of university. The findings of this study provide a lens to look at the prospect of TFH for future use.
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Ntinda, Maria Ndapewa, Titus Haiduwa, and Willbard Kamati. "Development and Analysis of Virtual Laboratory as an Assistive Tool for Teaching Grade 8 Physical Science Classes." In Advances in Data Mining and Database Management, 326–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4963-6.ch016.
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This chapter discusses the development of a virtual laboratory (VL) named “EduPhysics,” an assistive software tailored around the Namibian Physical Science textbook for Grade 8 learners, and examines the viability of implementing VL in education. It further presented reviews on the role of computer simulations in science education and teachers' perspective on the use of EduPhysics in physical science classrooms. The chapter adopted a mixed method with an experimental research design and used questionnaires and interviews as data collection tools in high school physical science classes. The analysis found that there are limited resources in most physical science laboratories. Computer laboratories, however, are well equipped and have computing capacities to support the implementation of VL. It was concluded that virtual laboratories could be an alternative approach to hands-on practical work that is currently undertaken in resource-constrained physical science labs. For future work, augmented reality and logs will be incorporated within EduPhysics.
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Tse, Po Man, and Hong Li Sun. "Distance Online Learning During the COVID-19 Pandemic." In Curriculum Development and Online Instruction for the 21st Century, 57–68. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch004.
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Since December of 2019, every human being is exploring solutions to adapt to the “new normal” in all aspects due to the COVID-19 pandemic, and there is no exception for educators. Apart from the obstacles faced by teachers in the switching of teaching pedagogies from a physical classroom setting to different virtual platforms, there are also foreseeable challenges faced by students which might have been neglected by most studies. Semi-structured interviews have been conducted with students of UK top-up degree programmes studying in Hong Kong to explore insights of the challenges and barriers of online distance education from the students' perspectives.
Conference papers on the topic "Physical education teachers Victoria Interviews"
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Sondlo, Aviwe, and Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.
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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.
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Shubani, Maletsatsi, and Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.
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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."
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Simonsen, Henrik Køhler, and Dennis Grauslund. "Seasonal Capacity Scaling and Learning Centres." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9146.
Full textAbstract:
Danish politicians’ interest in using higher education institutions (HEIs) as policy instruments in regional development initiatives has increased significantly in recent years. Recent initiatives include the establishment of regional learning centres and study stations. This article has two overall research objectives. The first objective is to discuss the use of regional learning centres and study stations and to discuss an overall conceptual framework for the establishment and running of physical and virtual learning centres or study stations. The second objective is to discuss the use of seasonal capacity scaling in the educational sector. The discussion is based on a concrete case from a regional area of Denmark supplemented with interviews of both students, teachers and programme managers. Our framework shows that seasonal capacity scaling of educational offerings based on a combined physical and virtual framework may be beneficial when establishing and running learning centres or study stations.
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Weerathai, Thanakorn. "THE EFFECTS OF ASYNCHRONOUS ONLINE PEER-TEACHER FEEDBACK IN A THAI EFL PUBLIC SPEAKING CLASS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end102.
Full textAbstract:
"The teaching and learning of English speaking has recently posed several challenges due to the coronavirus pandemic. One of the challenges is that it is nearly impossible to conduct the teaching and learning in the physical classroom, affecting how students are given immediate feedback to. Teachers have to find different methods and techniques to use in their speaking classes during this situation, for example, giving live virtual presentations, pre-recording video clips and uploading them to online classrooms, giving online comments and feedback, and so on. In this mixed-methods study, the purposes were to investigate the effects of giving asynchronous online peer and teacher feedback to students after they had uploaded their three types of speech video clips, i.e., informative, persuasive, and entertaining, to the Google Classroom and to explore the students’ attitudes toward the two types of feedback. Participants were 25 fourth-year undergraduate students, majoring in English for International Communication at a university in northeastern region of Thailand. It was found that although the second speech video clip scores were higher than the first speech video clip scores, students still had difficulties in providing sufficient and specific peer feedback on the areas of organization and research citations, impacting growth in their speaking skills. Moreover, findings from the semi-structured interviews revealed that students viewed the two types of feedback positively. It helped them to gradually develop thinking and critiquing skills, and they also demonstrated increased confidence in speaking after they had received both types of feedback. This study proposes opportunities for discussion, i.e., providing sufficient peer feedback training and meaningful writing assignments, to hone students critiquing skills, especially on the areas of organization and research citations."
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Mohanty, Ajaya Kumar, and Sudarshan Mishra. "Online Teaching during Covid-19 Pandemic: Perspectives of Stakeholders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3258.
Full textAbstract:
The present paper studied the experiences and problems confronted by students and teachers of higher education institutions of India for online teaching during Covid-19 pandemic. The researchers through online survey, and interviews collected the data. The students’ engagement was characterized by reading of digital study materials, asking questions for doubt clearing, reading of PPTs, noting down important points in the class and preparing class notes. The teachers’ engagement was characterized by preparation of class note and PPTs, asking questions to students for making the class interactive, sharing of reading materials, delivery of lecture on the content, clarifying students’ doubts and collection of assignment and feedback from students; and reflections for improving teaching. Both students and teachers preferred online classes and viewed that it is preferred for self-motivated students. Regarding its benefits, both teachers and student viewed that online teaching saves time in course coverage, improves their self-learning habits and exposed to wide variety of digital materials and collaborative technologies and have increased presentation, communication and interpersonal skills. Students are confronted with serious problems like, poor network connectivity, high rate of data consumption and physical discomforts. The prominent problems confronted by the teachers are poor students’ attendance, poor participation, missing liveliness of teaching and no pedagogical orientation on online teaching.
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Thanyadit, Santawat, Matthias Heintz, Effie L Law, and Eleni Mangina. "How easy is it to eXtend Reality? A Usability Study of Authoring Toolkits." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002707.
Full textAbstract:
Extended Reality (XR) can be a powerful educational tool as it enables students to experience a learning environment combining real-life physical and virtual objects. This combination not only augments what is possible with physical learning material alone but also makes use of the real world as a frame of reference for the digital content. Nonetheless, creating an XR lesson requires technical expertise that can be very challenging for many educators who have no or little relevant background. Hence, support systems like XR Lesson Authoring Toolkits (XRLATK) are needed to empower teachers to create XR lessons effectively and efficiently. XRLATK comprise three main components: authoring tools for teachers to create an XR lesson, viewer tools for students to view the XR lesson, and a platform for content creators (e.g., 3D designers and artists) to add 3D models and animation to be used in the XR lesson. While several surveys have suggested the importance of XRLATK (Radu, 2014, Jensen and Konradsen, 2018, Radianti et al., 2020), only a few XRLATK are available. Designing, developing, and evaluating XRLATK is a highly demanding task that requires careful considerations and inputs from three main groups of stakeholders - students, teachers, and content creators - with each having different priorities and preferences. According to the recent surveys (Heintz et al., 2021), students prefer XR lessons that are interactive, intuitive, and easy to follow whereas teachers prefer usable authoring tools that can help reduce their workload. Based on our observations (Nebeling et al., 2021), content creators prioritize a streamlined method to modify contents with the toolkits and gather requirements from teachers. To enhance their quality and impact, XRLATK must be evaluated from the technical (usability), social (presence), and educational (learning outcomes) perspective. Nonetheless, the related research has targeted students and considered learning outcomes as the primary performance indicator of XRLATK; teachers and content creators are largely neglected in the design and evaluation process.To address this shortcoming, we have been motivated to conduct a usability study for MirageXR, an interactive XRLATK software prototype developed under the auspices of the ARETE project (Augmented Reality Interactive Educational Systems). MirageXR allows teachers to enhance the physical teaching space by putting virtual learning elements like labels, models, and animations at different positions and structure the learning process by guiding students from one learning station to another. This way it gives teachers and students access to innovative XR contents to enhance learning and teaching. It also provides plugin support which enables content creators to extend the software beyond available materials to suit different classroom scenarios.In this paper, we present our research study on evaluating the usability of MirageXR with the mixed-method approach. Participants with heterogeneous higher education backgrounds were asked to assume the role of a secondary school teacher. First, they were introduced to MirageXR through a tutorial, then they were requested to create an XR lesson on the topic of their choice within a set amount of time during which their behaviour and performance were observed. Next, they were asked to provide feedback based on the interaction experience with MirageXR through questionnaires and interviews. Insights gained from the empirical findings could help us improve the design of MirageXR and contribute to building general guidelines for systematic evaluation of XRLATK.
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KKoželuhová, Eva, Lenka Zemanová, Radka Wildová, and Ondřej Koželuh. "EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/06.
Full textAbstract:
"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."
Reports on the topic "Physical education teachers Victoria Interviews"
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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.
Full textAbstract:
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.