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1
Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.
Повний текст джерела
2
Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Повний текст джерелаАнотація:
The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquoTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
3
Howe, James D. "A national assessment of the salaries and working conditions of agricultural education teachers in the United States, 1990-1991." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39836.
Повний текст джерелаАнотація:
The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified:
1. To determine the demographic characteristics of agricultural education teachers.
2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers.
3. To determine the nonmonetary benefits of agricultural education teachers.
4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers.
5. To describe the work settings and working conditions in which agricultural education teachers are employed.
6. To determine the work loads of agricultural education teachers.
Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%).
Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters.
Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences.Ed. D.
4
Ammah, Jonathan Osbert Ayi. "Inclusion practices of secondary physical education teachers." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371558634.
Повний текст джерела
5
Ravizza, Dean Michael. "Students' Perceptions of Physical Education Teachers' Caring." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27809.
Повний текст джерелаАнотація:
The concept of caring is reported to be an important factor in the teacher-student relationship. However, this concept has not been widely explored in the context of the teacher-student relationship in physical education. The purpose of this study was to gain insights into students' perceptions of physical education teachers' caring. The researcher sought to describe the perceptions students had in regard to caring behaviors exhibited by their physical education teachers.
Twelve eighth-grade students from a local middle school in Southwest Virginia participated in this study. The research questions were investigated using a qualitative research design that included semi-formal interviews and field observations.
The results indicated that multiple opportunities existed for the physical education teachers to demonstrate caring behaviors toward their students. The students described their perceptions of physical education teachers' caring along dimensions of content and pedagogy and interpersonal relationships. The researcher determined that factors existed that facilitated and presented barriers to the caring process. Facilitators of caring in physical education included the nature of the class, flexibility in teacher expectations, and class activities. Barriers to caring were revealed as length of time with the teacher, student personalities, role of the teacher/coach, and class size. Furthermore, physical education teachers' caring was determined to be a positive factor in students' attitudes toward physical education and their participation in physical education class. The results did not indicate a clear pattern of responses based on the skill level of each participant. Directions for future research on the concept of caring as it relates to physical education are discussed.Ph. D.
6
Lo, Shun-kwong. "Quality education in physical education : Hong kong secondary students' perception on qualities of physical education teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22277766.
Повний текст джерела
7
Armstrong, Paula Louise. "Teachers in the South African education system : an economic perspective." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96998.
Повний текст джерелаАнотація:
Thesis PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: ABSTRACT Chapter 1 investigates teacher wages in the South African labour market, in order to ascertain whether teaching is a financially attractive profession, and whether high ability individuals are likely to be attracted to the teaching force. Making use of labour force survey data for the years 2000 to 2007 and for 2010, wage returns to educational attainment and experience are measured for teachers, non-teachers and non-teaching professionals. The returns to higher levels of education for teachers are significantly lower than for non-teachers and non-teaching professionals. Similarly, the age-wage profile for teachers is significantly flatter than it is for non-teachers, indicating that there is little wage incentive to remain in teaching beyond roughly 12 years. The profession is therefore unlikely to attract high ability individuals who are able to collect attractive remuneration elsewhere in the labour market. Chapter 2 deals with explicit teacher incentives in education. It provides a technical analysis of Holstrom and Milgrom’s (1991) multitasking model and Kandel and Lazear’s (1992) model of peer pressure as an incentivising force, highlighting aspects of these models that are necessary to ensure that incentive systems operate successfully. The chapter provides an overview of incentive systems internationally, discussing elements of various systems that may be useful in a South African setting. The prospects for the introduction of incentives in South Africa are discussed, with the conclusion that the systems in place at the moment are not conducive to introducing teacher incentives. There are however models in Chile and Brazil, for example, that may work effectively in a South African setting, given their explicit handling of inequality within the education system. Chapter 3 makes use of hierarchical linear modelling to investigate which teacher characteristics impact significantly on student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts. However, further investigation is required to fully understand these differences.
AFRIKAANSE OPSOMMING: In Hoofstuk 1 word die lone van onderwysers in die Suid-Afrikaanse arbeidsmark ondersoek om vas te stel of onderwys ʼn finansieel aantreklike beroep is en hoe waarskynlik dit is dat mense met sterk vermoëns na die onderwys gelok sal word. Met gebruik van arbeidsmagopnamedata van 2000 tot 2007 en van 2010 word die loonopbrengs op jare onderwys en ervaring vir onderwysers, nie-onderwysers en beroepslui buite die onderwys gemeet. Die opbrengste vir hoër vlakke van opvoeding is beduidend laer vir onderwysers as vir nie-onderwysers en nie-onderwys beroepslui. Netso is die ouderdom-loonprofiel van onderwysers beduidend platter as vir nie-onderwysers, wat dui op weinig looninsentief om langer as ongeveer 12 jaar in die onderwysveld te bly. Dit is dus onwaarskynlik dat hierdie beroep baie bekwame mense sal lok wat elders in die arbeidsmark goed sou kon verdien. In Hoofstuk 2 word na eksplisiete insentiewe in die onderwys gekyk. Die hoofstuk verskaf ʼn tegniese analise van die multi-taak-model van Holstrom en Milgrom (1991) en van Kandel en Lazear (1992) se model van portuur-druk as aansporingskrag, met klem op die aspekte van hierdie modelle wat in Suid-Afrikaanse omstandighede van nut mag wees. Vooruitsigte vir die instelling van insentiewe in Suid-Afrika word bespreek, met die slotsom dat die stelsels wat tans in plek is nie bevorderlik vir die instelling van onderwysersinsentiewe is nie. Daar is egter modelle in byvoorbeeld Chili en Brasilië wat effektief in Suid-Afrikaanse omstandighede sou kon funksioneer, gegewe hulle eksplisiete klem op ongelykheid binne die onderwys. In Hoofstuk 3 word hiërargiese liniêre programmering gebruik om te ondersoek watter eienskappe van onderwysers ʼn belangrike invloed op studenteprestasie uitoefen. Met gebruik van data van die SACMEQ III studie van 2007 is ʼn interessante bevinding dat jonger onderwysers beter in staat is om die gemiddelde wiskunde prestasie van hulle student te verbeter. Verder vertoon sulke jonger onderwysers self ook beter in die vaktoetse in Wiskunde en taal as hulle ouer kollegas. Veranderings in onderwysopleiding in die laat negentigerjare en vroeë jare van hierdie eeu kan dalk die verskille in die vertonings van jonger onderwysers relatief tot hulle ouer eweknieë verklaar. Verdere ondersoek is egter nodig om hierdie verskille beter te verstaan.
8
Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.
Повний текст джерелаАнотація:
The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).
9
Agdeppa, Kortney R. "Identifying the Physical Education Beliefs of Classroom Teachers." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/312.
Повний текст джерелаАнотація:
The purpose of this study was to identify the beliefs that classroom teachers have toward physical education. In recent years, the educational climate has prioritized academic achievement and standardized testing, thus diminishing the role of content areas such as physical education (Sallis, Mckenzie, Beets, Beighle, Erwin, & Lee, 2013). Classroom teachers are now more likely to assume the responsibility for providing physical education programming (Erwin, Beighle, Morgan, & Noland, 2011). Therefore, it is important to better understand the educational beliefs classroom teachers possess and investigate their personal experience within the physical education environment. To identify the beliefs of classroom teachers, this study used convenience, snowball, and purposive sampling techniques which were employed to secure voluntary participants. Semi-structured interviews were used to collect data. When all data was collected the researcher then transcribed, open-coded, analyzed, and synthesized the data. During the data analysis process the researcher looked to discover common themes between the participants’ teaching experiences and beliefs towards physical education by using an inductive analysis approach. The results emerged with themes related to mandating physical education, previous physical education knowledge, personal experience in physical education and acquiring appreciation for physical education. The resulting discussion provided support that physical education has many benefits, including the improvement of physical, mental, and emotional health, as well as improvement in academic achievement.
10
Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.
Повний текст джерелаАнотація:
The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.
11
Romar, Jan-Erik. "Case studies of Finnish physical education teachers espoused and enacted theories of action /." Åbo : Esbo, Finland : Åbo Akademi University Press ; Distribution, Schildts Förlags Ab, 1995. http://catalog.hathitrust.org/api/volumes/oclc/34869068.html.
Повний текст джерела
12
Cameron, Joy. "Physical education : meeting the needs of primary trainee teachers and trained teachers." Thesis, University of Huddersfield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438072.
Повний текст джерела
13
Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.
Повний текст джерелаАнотація:
The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddenss work on structuration (1984) and self-identity (1991).
Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by learning conversations, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergens notion of the saturated self and Giddens ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants constructions of what it is to be a physical education teacher.
The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kellys theory encouraged a number of the students to see it differently (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this critical approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.
14
Tsangaridou, Niki. "Teachers' Reflection and its Role in Shaping Their Educational Values and Practices: A Naturalistic Study of Experienced Physical Education Teachers." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392804054.
Повний текст джерела
15
Bicknell, Simon. "Physical Education teachers' perspectives on the 14-19 Physical Education Curriculum in England : a sociological study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600581.
Повний текст джерелаАнотація:
Over the last 40 years, there has been an expansion, what some have termed an “explosion” (Green, 2001) in the provision of Physical Education (PE) related qualifications, both academic and vocational, in English Secondary schools. In the context of the emergence and rapid growth of the 14-19 PE curriculum, a number of issues have emerged for both PE teachers and their pupils (Green, 2008). It is important to consider these issues and the implications for PE teachers and their pupils. This research study explored the perspectives of secondary school PE teachers towards the subject of PE within the 14-19 curriculum. Specifically, the research focused on PE teachers’ perceptions relating to (i) the broader social processes which have influenced the development of 14-19 PE, and (ii) the impact of the development of 14-19 PE for the subject of PE, PE teachers themselves, and their pupils in English secondary schools. 52 semi-structured interviews were completed over a 14 month period. The research participants, from 22 different secondary schools, consisted of both male and female PE teachers who held varying positions in schools, from PE teachers through Heads of PE to Assistant Headteachers and Headteachers. The research participants were aged between 23 to 59 years of age. The level of teaching experience ranged from between 3 months to 38 years, with 616 years of teaching experience between them. The primary data collected from the interviews were analysed both inductively and deductively. That is to say, first, using a ground theory methodology, emerging themes were identified that were ‘grounded’ within the data itself. Second, the sensitizing concepts offered by a figurational sociology perspective were used to interpret and ‘make sense’ of the themes emerging from the data. The key findings from this study have been broken down into two main themes. With regard to the first theme – PE teachers’ perspectives on the development of the 14-19 PE curriculum (in general, and in their schools in particular) – it was evident that there had been an expansion, over the last decade, of the accreditation opportunities available to more pupils, across more schools, through 14-19 PE, with the ‘drivers’ of such change being located within both ‘local’ and ‘national’ contexts. In terms of the second theme – PE teachers’ perspectives of the impact (both intended and unintended outcomes) of the development of PE within the 14-19 curriculum – it was evident that PE teachers’ views centred initially on the benefits of 14-19 PE for their pupils, and their departments and schools. However, it was evident that there were benefits to be had from 14-19 PE for PE teachers themselves, which meant a change in their ‘working climate’, although there were unplanned consequences also. For PE teachers this meant a change in their ‘work demands’. Sociologically speaking, it is suggested that 14-19 PE may be seen to have developed within a context of complex developmental processes, more specifically through networks of interdependency, characterised by power balances/ratios, and which have led to outcomes both intended and unintended. Specifically, it was suggested that the nature and purposes of PE and the role of PE teachers has markedly changed, indeed transformed. From the findings of this study, recommendations are proposed that focus upon policy implications and future developments, particularly in relation to the unintended outcomes of the development of 14-19 PE.
16
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.
Повний текст джерелаАнотація:
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.
17
Kim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.
Повний текст джерела
18
Balke, Martina. "A multi-case study of physical education resource teachers /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11847712.
Повний текст джерелаАнотація:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph Weir. Includes bibliographical references (leaves 201-218).
19
Thomson, Jennifer. "The experiences of Cégep physical and health education teachers." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114305.
Повний текст джерелаАнотація:
This case study explored the personal and professional lives of 10 Cégep physical and health education (PHE) teachers. The participants, between 32-59 years, were PHE educators at Cégeps within a large Canadian city and its surrounding areas. Semi-structured interviews were conducted with the PHE teachers about their experiences instructing at the Cégep level. Rich discussions were generated to explore the roles and responsibilities of the participants within the Cégepat which they taught. Data analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data. The first theme, pathways to teaching, reflected the discussions about teacher experiences that led the educators to instruct at the Cégep level. The second theme, Cégep PHE teacher career, demonstrated the structure and professional life of the PHE teachers. The third theme, a focus on education outcomes, highlighted participants' recollections of individualized instruction and resultant student success. The fourth theme, insider's perspective, described the participants' personal viewpoints about the teaching position which allowed for the identification of benefits and challenges of the job. Data triangulation, member checking, peer review, audit trail, and researcher reflexivity were used to establish trustworthiness. The Cégep PHE teachers spoke of their professional experiences which may influence the teaching of physical activity and health behaviours of at-risk college-aged students. Recommendations are made for future studies to delve into the world of Cégep to spark more research about PHE delivery and its effect on college-aged populations.Cette étude de cas a explore les vies personnelles et professionnelles de dix enseignant d'éducation physique et en santé au Cégep. Les participants ont été entre 32 et 59 ans et ils étaient les éducateurs de Cégep au sein d'une grande ville canadienne et ses banlieues. Des entretiens semi-structurés ont été pratiqués avec les enseignants d'éducation physique et en santé. Des entrevues ont suscités des discussions riches pour mieux comprendre les rôles et les responsabilités des participants au sein de l'établissement d'enseignement au cours de laquelle ils ont enseigné. Une analyse des données ont été réalisés sur les transcriptions des entrevues. Quatre thèmes ont émergé : le chemin d'accès à l'enseignement, la carrière des enseignants d'éducation physique et en santé au Cégep, mettant l'accent sur les résultats scolaires, et la perspective d'un initié. Les résultats ont reflété l'importance des expériences qui ont dirigé les éducateurs pour enseigner au Cégep, la structure et la vie professionnelle de cette carrière, et l'accent mis sur leur instruction de chaque étudiant individuelle. Les résultats ont également décrit les points de vue personnels des participants sur l'enseignement qui ont permis des avantages et des défis de l'emploi. La triangulation des données, la vérification de membre, l'examen par un collègue, le chemin de vérification, et la réflexivité du chercheur ont été utilisé pour établir la fiabilité des descriptions faites par les enseignants. Les enseignants d'éducation physique et en santé au Cégep ont parlé de leur expériences professionnelles qui peuvent influencer l'enseignement de l'activité physique et les comportements de santé des étudiants collégial.
20
Clarke, Gillian Margaret. "Voices from the margins : lesbian teachers in physical education." Thesis, Leeds Beckett University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264711.
Повний текст джерела
21
Marchyk, V. I. "Quality physical education teachers of primary schools as problem." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48649.
Повний текст джерелаАнотація:
With the first years of schooling the students formed a culture of
motor activity and how effective it will be depends on the quality of
physical education teachers of primary school.
The last few years of primary school is working on a new
program "Physical Culture" for grades 1-4 is designed according to
the State standard primary education (approved by the Cabinet of
Ministers of Ukraine of 20.04.2011 number 462).
22
O'Neil, Kason M., and Diana Mozen. "Supervising Physical Education Student Teachers Through Live Remove Video." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4034.
Повний текст джерелаАнотація:
This session will discuss the benefits, limitations and future possibilities of using live remote video supervision during physical education student teacher practicum experiences. Presenters will share their experiences using live remote video supervision both in general and adapted PE settings, and provide university supervisors ideas for implementation at their own institution.
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Costello, Nicole. "Effects of P.E....Teachers What Do You Think?| Teachers Perception of Special Education Students after Attending Physical Education Class." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977105.
Повний текст джерелаАнотація:
The aim of this project is to determine if physical education has a positive or negative impact on special education students in the following areas: attention, energy, participation, and mood. I hope to benefit the special education field and bring attention to how physical movement can improve the lives of children with disabilities. The data will be collected through observations. The teacher assistant will conduct the observations of the students within the classroom in four 15-minute increments totaling one-hour immediately following physical education class. A check list will be used to identify if the following areas observed either increased or decreased: attention, energy, participation and mood. The select students to be observed will have a letter sent home to parents to inform them of my research and to ask for consent for observations of their child. Students will remain anonymous, as pseudonyms will be used to identify them. Personal interviews will be conducted with the student’s teacher to discuss the results of the observations.
24
Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.
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Ayvazo, Shiri. "Exploring the pedagogical content knowledge of effective teachers in physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180112758.
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Prut-Maler, Miriam. "Attitudes of physical education teachers and preservice teachers to disadvantaged learners in Israel." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321981.
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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.
Повний текст джерелаАнотація:
Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.School of Physical Education
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Steen, Thomas B. "A case study of teacher socialization in physical education during early training experiences : a qualitative analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409083.
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Wong, Tak-wing Paul. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601915.
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30
Leiss, Jodie. "Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32486.
Повний текст джерелаАнотація:
Doctor of PhilosophyCurriculum and Instruction Programs
Sally J. Yahnke
Jeong-Hee Kim
This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers and their understanding of what it means to be physically literate as well as investigate into the thoughts of physical education teachers about the concept of comprehensives school physical activity programs. According to Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied capability, wherein an individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activity throughout a lifetime. Development of the debate regarding physical literacy was stimulated by the study of existentialist and phenomenological philosophers, such as Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and body connection. Merleau-Ponty’s (1945/2010) philosophy facilitated the gain of knowledge regarding 1) how stories of physical education teachers help promote physical literacy in schools; 2) how physical education teachers perceive the mind/body connection; and 3) how physical education teachers understand what it means to be physically literate. The contributions to the thought and practice of physical education as a result of this study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role of physical education teachers is not just teaching and moving the body, but to help students learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn better; 4.) A new role of physical education teachers is to bridge the gap between physical education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.) Teacher education programs need to highlight reflective practices that help future physical educators draw upon knowledge from their own life experiences to enrich their teaching; 6.) Physical education teachers should collaborate with public health officials to implement comprehensive school physical activity programs.
31
Chewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.
Повний текст джерелаАнотація:
The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.
32
Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.
Повний текст джерелаАнотація:
This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers, who simultaneously worked as local coordinators, were invited as participants. Life history method was followed by data analysis using constructivist grounded theory to generate findings at three levels: individual life histories, cross-case themes and a theoretical framework. In addition, the process of data analysis, both manually and using a popular software package, is critically compared. The findings suggest that teachers beliefs about professional development were closely connected to their individual career histories, and these were influenced by a set of personal and contextual factors in relation to their professional lives. Moreover, despite a major government curriculum reform, the implementation of the new curriculum resulted in very little change to these teachers practices, because: (1) the curriculum guidelines were very flexible and were difficult for teachers to fully understand; and (2) there was a lack of evaluation of, or accountability for, teachers practices. This study suggests that the Taiwanese government s aspirations for radical changes to teachers practice (both teaching and learning) are more likely to be realised by ensuring that policies and the new curriculum are based on a more realistic understanding of teachers lives and careers.
33
Geisler, Thomas Matthew. "Examining The Socialization Of Physical Education Teachers: A Case Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/725.
Повний текст джерелаАнотація:
In the last thirty years childhood obesity and inactivity rates in the United States have increased at alarming rates (Ogden, Carroll, Kit, & Flegal, 2014). In response to this, physical education curriculum is shifting to focus more on health promotion rather than competitive team sports and game play. This focus is reflected in the recently revised K-12 physical education national content standards and learning outcomes and is impacting how colleges are preparing future teachers (SHAPE America (Organization), Couturier, Chepko, & Holt/Hale, 2014). Changing how physical education is taught can be challenging for teacher educators, in part due to the fact that students' deeply held beliefs about the purposes of physical education are often based on years of experience in traditional, PK-12, sports-based physical education programs (Placek et al., 1995).
The purpose of this study was to explore how teacher candidates and recent graduates experience the process of occupational socialization into their profession as physical education teachers. Utilizing occupational socialization theory, this study examined factors that impacted participants' teaching perspectives and explored the beliefs they held about the goals and purposes of PK-12 physical education. The adoption of the national physical education standards by the Vermont Agency of Education, along with recent legislation (Act 77) that is changing the way schools prepare PK-12 students for college and careers, make the Vermont context a rich setting.
This phenomenological case study was set within a small public university located in Vermont in the United States during the summer and fall of 2016. The units of analysis included five freshman year physical education candidates, five junior year physical education candidates, and five recent graduates, also from the same institution, who were employed as Vermont physical education teachers. Three secondary participants included a Vermont principal and two physical education teacher education faculty members. Data collection methods included eighteen semi-structured interviews and document review of course syllabi and student assessments. Findings suggested that participants: 1) enter the field with teaching orientations rather than coaching orientations, 2) believe that the purpose of physical education is lifelong health and wellness, 3) develop innovative teaching perspectives during teacher education that persist into teaching careers, and 4) identify as agents of change in the field of physical education. Understanding how students are socialized into careers as physical education teachers may inform the decision-making for physical education teacher education faculty and PK-12 physical education teachers.
34
Carter, La Shundra T. "Secondary Physical Education Teachers’ Perceptions of Adolescent Females’ Cardiovascular Fitness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7614.
Повний текст джерелаАнотація:
Cardiovascular fitness levels in physical education have decreased for males and females in an inner-city high school, with female cardiovascular fitness decreasing the most. Cardiovascular fitness is important because participating in cardio exercises decreases health issues such as obesity and cardio problems. The purpose of this qualitative research study was to explore the views of teachers regarding low cardiovascular fitness among adolescent females in physical education and how a professional development could help teachers to address the problem. Bandura’s social learning theory was used as the study’s conceptual framework. Semistructured and open-ended interview questions were used to collect data from 6 veteran PE teachers to address the research questions regarding teachers’ experiences in promoting cardiovascular exercises, levels of participation in cardiovascular exercises, and perceptions of professional development to help ameliorate the problem. Participant responses to the open-ended interview questions were analyzed by coding common words to create categories to develop themes. Qualitative findings revealed that participants started to notice low cardiovascular endurance in 9th grade, that professional development was not geared towards improving female adolescent activities nor assisting PE teachers in how to model these. A professional development, via the proposed project, was developed that will provide activities that can be used by both new and seasoned physical education teachers. Social change will occur in that implementation of the ideas shared in project may lead to a healthier and physically active lifestyle when students reach adulthood.
35
Kretschmann, Rolf [Verfasser], Robert [Gutachter] Prohl, and Josef [Gutachter] Wiemeyer. "Technology integration in physical education : examining the physical education teachers' domain / Rolf Kretschmann. Gutachter: Robert Prohl ; Josef Wiemeyer." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2016. http://d-nb.info/1108410707/34.
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36
Weichman, Jeremiah. "Gender, racial and citizenship equality at the University of Wyoming an examination of salaries and promotions /." Laramie, Wyo. : University of Wyoming, 2010. http://proquest.umi.com/pqdweb?did=2057732241&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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37
Lo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.
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Rodriguez, Diana. "The induction period of nine beginning physical education teachers in Puerto Rico /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848522.
Повний текст джерелаАнотація:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).
39
Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.
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40
Choi, Won S. "The technology that current physical educators use in physical education." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355600.
Повний текст джерелаАнотація:
As teachers and society become more comfortable with various technologies, it is likely that technology will be implemented in all areas of the educational curriculum as well as physical education. The purpose of this study was to determine the extent to which individual physical education teachers in public schools were using technology as a tool for their students' education. Individuals who were currently teaching physical education in public schools in Indiana completed the Computer Usage Survey on the web (N = 400). To determine types of technology used, potential uses for technology, difference in the implementation of technology by gender and teaching experience, usage of the Internet, and physical educators' attitudes toward technology, statistics including descriptive statistics, Chi-square (X ), and One-way ANOVA were used (p < .05). The results of this study show that physical educators were more likely to use PC computers (both desktop and laptop) over Apple computers. Participant responses demonstrated a high usage of hardware devices such as Printers, hard drives, and CD drives, however, 5.25 floppy drives, external hard drives, Hand-held computers (i.e. Pocket PC or Companion PC), Personal Digital Assistants (PDAs), and smart boards were rarely used by physical educators. A significant positive relationship resulted between use of technology at school and at home. Significant differences were observed between male and female physical educators in types of technology used and purposes for using technology. Use of technology was significantly lower in the experienced physical educators group. Most of the physical educators use the Internet and they usually use it for research and teaching/assessment ideas. Physical educators in Indiana believed that technology has an important role and can enhance their teaching with implementation of technology. The findings of the present study demonstrated that use of technology among physical educators in Indiana has been changed dramatically within 10 years; however, the result emphasized importance of technology training programs for pre-service and in-service physical educators.School of Physical Education, Sport, and Exercise Science
41
Chan, Roy Chin Ming. "A Profile of Job Satisfaction for Graduate Physical education Faculty Members." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.
Повний текст джерелаАнотація:
The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982).
The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.
42
Kajiyama, Kentaro. "The effects of gender on preservice teachers' motivation on teaching physical education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3012.
Повний текст джерелаАнотація:
The project examines the effects of gender and academic achievement on motivation for teaching in physical education. A total of 57 (Female = 33; Male = 24) preservice teachers, randomly selected from a Physical Education Teacher Education (PETE) program in southern California participated in the study. Participants completed a Teacher Motivation for Teaching questionnaire (TMT-PE) and a demographic questionnaire. Results indicate that both male and female preservice teachers tend to be motivated for teaching by perceived feedback from other teachers, principals, and supervisors. Female teachers were more likely to be motivated by perceived feedback than male teachers.
43
Cunningham, Kathryn Ann. "Values in education policy-making, with special reference to the FE teachers' salaries structure and to the MacFarlane Review of 16-19 provision." Thesis, London Metropolitan University, 1988. http://repository.londonmet.ac.uk/3044/.
Повний текст джерелаАнотація:
In the period covered by the thesis (1945-87), teachers' salaries were negotiated between representatives of the local authorities and the teachers' associations in the Burnham Committees. This study explores how far the results of those negotiations, the Burnham Reports, have shaped 16-f education provision by reference to the 1950-51 Further Education negotiations on the one hand and the 1979-80 Macfarlane Review of 16-19 provision on the other. A contribution is made to the debate on the theory of policy-making, based on the observed influence of the values of policy-makers on the final outcomes within those two studies. The thesis is organised into four main parts. Part I introduces the work as a whole; Parts II and III present and analyse original empirical data; Part IV provides the theoretical underpinning. First, the context for the research is outlined. The methodology is described at the outset, since it explains why the two major studies were selected as providing the best sources for the work. The major developments affecting 16-f provision since 1945 are then summarised. The second part sets out the detail of the negotiations leading to the 1951 Burnham (FE) Report, the source of the current FE salary structure, and gives a commentary on their implications. Part III explores the issues raised in the Macfarlane Review. The theoretical section of the study is developed in Part IV, where the new, distinctive contribution of this study to the theory of policy-making is presented. The thesis provides new data on two areas of policy-making of great interest to contemporary education policy-makers. Additionally, in its conclusion it makes a contribution to the theory of policy-making, suggesting that the values of individual policy-makers and contingent factors - including, particularly and principally, the dimension of time - have the greatest impact on policy outcomes.
44
Bukhala, Peter W. (Peter Wisiuba). "The perceived use of competency-based instruction by physical education teachers /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60028.
Повний текст джерелаАнотація:
The purpose of the present study was to investigate the extent to which physical education teachers perceive that they use competency-based instruction and to assess some of the factors that influence them to use competency-based instructional strategies. It was also the intent of this study to design the Perceived CBI questionnaire specifically for this study.The results indicated that physical educators did not utilize many of the CBI strategies frequently or all the time. Most evident was the lack of involvement of parents and volunteers in the instructional planning of individualized programs. Also evident was the limited use of the initial assessment information gathered from students to plan instructional programs that would meet the individual student's needs. A significant relationship between the perceived use of CBI by teachers and the years teachers have taught students with disabilities was noted. No significant relationship was noted between teachers perceived use of CBI and (1) the number of years they have taught physical education, (2) the number of courses taken in adapted physical education and (3) the number of courses in special education. Significant differences were noted between the perceived use of CBI by teachers and the level of education, and the type of school setting.
45
Whitehouse, Kerry. "Risk-taking and professional development : physical education teachers' narratives of experience." Thesis, University of Worcester, 2018. http://eprints.worc.ac.uk/7067/.
Повний текст джерелаАнотація:
This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took ‘risks’ during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools. The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to ‘Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment’ (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers. An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers’ practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers’ willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils. This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices. Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an ‘ideal’ situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This study suggests that the Tesseract Model should be utilised in schools to support early career teacher professional development, build resilience and encourage collaborative engagement in subject communities. Likewise, insights from a methodological approach, of narrative inquiry, that has seen a limited application in the context of PE provides a different and invaluable viewpoint in positioning the researchers’ and participants’ stories centrally.
46
Alshammari, Obaid. "Teachers' perceptions of the goals of secondary schools physical education in state of Kuwait." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3430.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains x, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 153-164).
47
Moreira, Herivelto. "Motivational profiles of physical educators." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240165.
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48
Barker, Edlow Garrett. "A cost-benefit anaylsis of investment in graduate education by Virginia public school teachers." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74748.
Повний текст джерелаАнотація:
Public school teachers have, with few exceptions, invested four or more years in higher education to prepare themselves for the teaching profession. These four years of college education can be viewed as an investment when one realizes that the teacher had to pay for that education and could have otherwise been earning an income during that time. Some teachers make an additional investment in education by earning a master's degree or a doctorate. This study looked at the practice of teachers in Virginia who decide to make the additional investment in graduate education at selected Virginia institutions of higher education.
This study used econometric methods to analyze this investment in graduate education. Social benefits and costs of education were not included in the study. Private costs included both direct and indirect acquisition costs. The salary supplements paid by school divisions to teachers who hold an advanced degree were used as the private benefits. Non-pecuniary benefits were not included in the study. Net present valuation, discounted benefits and costs, benefit-cost ratio, and internal rate of return calculations were made. Data from similar studies done in other areas of graduate study and in other areas of the nation and world were reviewed.
The purpose of the study was to review the practice of all school divisions in Virginia which provide a salary supplement to teachers who hold a master's degree or a doctorate, and also to analyze the costs involved in the acquisition of such degrees. The cost-benefit analysis of the teachers' investment in graduate education provides information which can be used by teachers who are considering such an investment. The analysis can also be used by those school divisions which are currently spending considerable amounts of money for such salary supplements. The cost-benefit analysis of acquiring a master's degree with a subsequent change from the classroom to an administrative position has implications for school divisions and state level policy makers.Ed. D.
49
Faust, Roberta E. "Perceived usefulness of three mentoring strategies for beginning physical education teachers." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087746284.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xvi, 269 p.; also includes graphics. Includes bibliographical references (p. 235-250).
50
Ho, Chak-sang. "Role stress and burnout in physical education teachers in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626093.
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