Log in

Relevant bibliographies by topics / Physical education teachers / Journal articles

To see the other types of publications on this topic, follow the link: Physical education teachers.

Journal articles on the topic 'Physical education teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Physical education teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

5

Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

Full text

Abstract:

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

12

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

15

Harrison, Louis, Russell L. Carson, and Joe Burden. "Physical Education Teachers’ Cultural Competency." Journal of Teaching in Physical Education 29, no. 2 (April 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.

Full text

Abstract:

The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

APA, Harvard, Vancouver, ISO, and other styles

16

Sandmark, Hélène, Christina Wiktorin, Christer Hogstedt, Eva-Karin Klenell-Hatschek, and Eva Vingård. "Physical work load in physical education teachers." Applied Ergonomics 30, no. 5 (October 1999): 435–42. http://dx.doi.org/10.1016/s0003-6870(98)00048-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Apriliyanto, Rizki, and Ahmad Sulaiman. "Understanding Physical Literacy of Physical Education Teachers." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 7, no. 1 (November 30, 2023): 131–41. http://dx.doi.org/10.33503/jp.jok.v7i1.2443.

Full text

Abstract:

The purpose of this study is to ascertain how well physical education teachers comprehend physical literacy. The "perceived physical literacy instrument" (PPLI), which has nine items and a validity level of 0.82, is used to test one's comprehension of physical literacy (very good). Purposive sampling is a strategy used to obtain data. A questionnaire based on the PPLI instrument was distributed to 53 physical education instructors in the Jember area in order to gather knowledge data on physical literacy. Overall survey findings revealed that out of 187 questions, (18.86%) of respondents Sangat Setuju d, (42.7%) of respondents Setuju d there were 204 questions, and (18.86%) of respondents indicated they were unsure about the answers to 90 questions. The results indicate that some teachers have a limited grasp of the idea of physical literacy. This explains why physical education lessons must help teachers better comprehend and cultivate physical literacy. Even if physical education instructors' degree of understanding of physical literacy is known, other measurements must be taken to determine the total competency in physical literacy, such as physical competence, motivation, and self-confidence. Given that there are four areas of physical literacy that might be explored or investigated in the future.

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

Casey, Ashley, and Tim Fletcher. "Trading Places: From Physical Education Teachers to Teacher Educators." Journal of Teaching in Physical Education 31, no. 4 (October 2012): 362–80. http://dx.doi.org/10.1123/jtpe.31.4.362.

Full text

Abstract:

Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.

APA, Harvard, Vancouver, ISO, and other styles

20

Prakosha, Donni, Agus Kristiyanto, Gunarhadi Gunarhadi, Abdul Salim, and Sunardi Sunardi. "Perception of Physical Education Teachers on Adaptive Physical Education In Inclusive School." International Journal of Pedagogy and Teacher Education 2, no. 1 (May 4, 2018): 67. http://dx.doi.org/10.20961/ijpte.v2i1.17042.

Full text

Abstract:

<p>Physical education is an important thing to teach in an effort to maintain health. In the term of special education, adaptive physical education is very necessary in teaching physical education for students with special needs. The main purpose of this study is to determine the perceptions of teachers, especially special teachers, on adaptive physical education in inclusive schools. This study is a descriptive quantitative research involving 15 teachers in Surakarta. Data was collected using questionnaires using 4 Likert scale.The results showed that teachers’ perception on the purpose of adaptive physical education was high for 70%. Meanwhile, teachers’ perception on the implementation of physical adaptive education was high for 62%. However, teachers’ perception on the adaptive physical education materials was moderate for 56%. Also for the assessment in adaptive physical education, teachers’ perception was moderate for 58%. In terms of the physical adaptive education tools, teachers’ perception was high for 81%. The result of this research can be used to develop the nature of adaptive physical education itself, especially in inclusive school. By knowing the teachers’ perceptions on adaptive physical education, some parties can determine which parts are lack and need to be developed, especially in adaptive physical education</p><p> </p><p><strong>Keywords</strong>: <em>Perception of teachers, adaptive physical education</em></p>

APA, Harvard, Vancouver, ISO, and other styles

21

Kargun, Mehmet, Abdullah Cenikli, Mehmet Dalkilic, Huseyin Ozturk, Fikret Ramazanoglu, and Hudaverdi Mamak. "Prospective physical education and sports teachers' healthy lifestyle behaviors." International Journal of Academic Research 5, no. 5 (October 15, 2013): 325–29. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.50.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Singh, Gyanendra, Dr Usha Tiwari, Dr Dhirendra Tiwari, and Vinod Kumar Tiwari. "Comparison of job satisfaction between gulf physical education teachers and Indian physical education teachers towards physical facilities." International Journal of Advanced Academic Studies 3, no. 1 (January 1, 2021): 87–89. http://dx.doi.org/10.33545/27068919.2021.v3.i1b.470.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Sazgetdinov, Marat Ilgizarovich, and Ilgizar Gayazovich Sazgetdinov. "SOCIAL SECURITY FOR TEACHERS, TEACHERS OF PHYSICAL EDUCATION, EMPLOYEES OF SPORTS AND PHYSICAL EDUCATION INSTITUTIONS." News of Scientific Achievements. Sports and Law, no. 2 (2020): 44–46. http://dx.doi.org/10.36616/2713-2544_2020_2_44.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

White, Adam, and Michael Hobson. "Teachers' stories: physical education teachers' constructions and experiences of masculinity within secondary school physical education." Sport, Education and Society 22, no. 8 (November 19, 2015): 905–18. http://dx.doi.org/10.1080/13573322.2015.1112779.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Magallanes, Christopher Lacuña. "Physical Education Teachers’ Experiences in Fitness Testing." British Journal of Multidisciplinary and Advanced Studies 5, no. 1 (February 22, 2024): 88–147. http://dx.doi.org/10.37745/bjmas.2022.0422.

Full text

Abstract:

Physical fitness evaluation appears to be of low priority to a subset of educators across various sectors in the Philippines. This study explored the experiences of physical education teachers in fitness testing in the Division of Valencia City with the overarching question on the experiences of Physical Education teachers in fitness testing. To answer this question, a case study design was employed. Participants were chosen using the purposeful sampling method. Data were gathered through in-depth interviews and focus group discussion. The data were analyzed using HyperResearch software to determine the codes, categories, and themes. From the participants’ narratives, three themes emerged namely: adhering to prescribed instructional program, instructional obstacles, and coping strategies. The findings also revealed the following categories: setting clear objectives, conduct of warm-up exercises, implementation of relevant innovation, resource constraints, teacher’s pressure and exhaustion, diverse learner’s perception of Physical Education, managing difficulties, resourcefulness, and continuous assessment. Creating a supportive and inclusive environment, aligning testing with educational goals, and addressing challenges through professional development can enhance the overall experience for both teachers and students in terms of fitness testing. Future researchers may conduct a quantitative study among physical education teachers to gain a general perspective about their experiences, challenges, and perceptions regarding fitness testing.

APA, Harvard, Vancouver, ISO, and other styles

26

Nugraha, Bayu, Suharjana Suharjana, and Ria Lumintuarso. "Perceptions of physical education students and teachers on physical education learning." Jurnal Cakrawala Pendidikan 41, no. 2 (May 29, 2022): 321–29. http://dx.doi.org/10.21831/cp.v41i2.39887.

Full text

Abstract:

Teachers are required to be aware of their students' perceptions of physical education in addition to their own perceptions of the subject's current teaching experience. The qualitative approach is the approach used in this study with the constant comparison method by coding, categorizing, and finding themes in the interview transcripts. The results of this study were designed to find out students' perceptions of physical education and teaching difficulties in 63 elementary schools in Yogyakarta, Indonesia. A cross-sectional sample included 127 students (1st to 3rd graders of the elementary schools) and their physical education teachers (n = 68). Most students agreed they like sports or physical activities (95.6%). Few students like game-based physical education activities (18.89%). Most teachers showed great perception toward multilateral movement (70.58%). Students preferred to learn physical education through games and that they believed learning the subject has brought many benefits such as having a stronger and healthier body and increasing their motivation to be an outstanding athlete. Teachers had learned multilateral movement but they were still limited by their low capacity to create engaging learning experiences and manage students in the learning processes

APA, Harvard, Vancouver, ISO, and other styles

27

BARUT, Ali İlhan, and Abdurrahman DEMIR. "Examination of Psychological Symptom Levels of Physical Education Teachers and Teachers in Different Branches." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 115–23. http://dx.doi.org/10.17220/ijpes.2020.01.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Yuksel, Hidayet Suha, Ozge Sutcu, and Burcu Ozdemir. "Exploring of Prospective Teachers’ Metaphoric Perceptions About the Concepts of “Physical Education Course” and “Physical Education Teacher”." Journal of Education and Learning 8, no. 2 (February 25, 2019): 58. http://dx.doi.org/10.5539/jel.v8n2p58.

Full text

Abstract:

The purpose of this study is to explore the perceptions of prospective physical education teachers on the concepts of “physical education teacher” and “physical education course” through the metaphors. In this study which was structured with the approach of qualitative research, the model of phenomenology, which defines the common meaning of the experience of individuals related to a concept was used. 167 prospective physical education teachers who were enrolled at the department of Physical Education and Sports Education at the Sports Sciences Faculty of Ankara University were included in the study. The content analysis method was used to analyze the data of this study which were collected via the method of semi-structured forms. Within this context, the metaphors formed by the prospective teachers were divided into categories based on their common properties in MS Excel, and a frequency calculation was made. As a result of the analysis, the metaphors that were formed in relation to both the concepts were collected under four categories. It was concluded that the prospective teachers perceived the physical education course as a course that provides children with fun and pleasing moments, relaxes them and is needed for the healthy continuation of their lives, while they perceived a physical education teacher as a person who is found familiar by students, helps them, guides them and is a multi-dimensional person who does everything.

APA, Harvard, Vancouver, ISO, and other styles

29

Görgüt, İlyas, and Erkut Tutkun. "Views of Physical Education Teachers on Values Education." Universal Journal of Educational Research 6, no. 2 (February 2018): 317–32. http://dx.doi.org/10.13189/ujer.2018.060215.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

31

Harvey, Stephen, and Toni M. O'Donovan. "Pre-service physical education teachers' beliefs about competition in physical education." Sport, Education and Society 18, no. 6 (November 2013): 767–87. http://dx.doi.org/10.1080/13573322.2011.610784.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Kamola, Saparova. "DEVELOPMENT OF SOCIO-CULTURAL COMPETENCE IN FUTURE PHYSICAL EDUCATION TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 11 (November 1, 2022): 1–5. http://dx.doi.org/10.37547/pedagogics-crjp-03-11-01.

Full text

Abstract:

The article analyzes the problem of competence, the history of its development and the results of the research. The content of sociocultural competence is based on the need for its development in future primary school teachers. The article also Oriental Renaissance: Innovative, educational, natural and social sciences presents the author's suggestions and recommendations for the development of a corporate system, stages and a pedagogical model for the development of sociocultural competence in future teachers.

APA, Harvard, Vancouver, ISO, and other styles

33

Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.

Full text

Abstract:

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

APA, Harvard, Vancouver, ISO, and other styles

34

Kardelienė, Laimutė. "Purposefulness of Physical Education Teachers as a Determinant of Their Pupils’ Objective Position in Physical Education Activities in Postmodern Society." Pedagogika 124, no. 4 (December 2, 2016): 206–15. http://dx.doi.org/10.15823/p.2016.63.

Full text

Abstract:

The peculiarities of youth way of living show that great deal of attention should be paid to the rapid change of interests in physical education activities during their leisure time as well as a school subject. Physical education teachers, as professionals, are deliberately trying to create a pleasant study atmosphere. Furthermore, the pupils show appreciation for the teacher’s ability to sustain a positive outlook towards physical education activities. Professional purposefulness of a teacher must be assessed in order to consolidate a personal education approach. Therefore, a research question is formulated: which type of professional purposefulness is dominant amongst physical education teachers? Research object – a subjective self-evaluation of physical education teachers’ purposefulness. Research aim – to evaluate physical education teachers’ professional purposefulness as means of increasing pupils’ positive outlook towards physical education activities. Methods. An independent sample was constructed. A scale of 21 statements was used to evaluate teachers’ educational purposefulness and professional competences that describe it. Conclusion. A comparative analysis of data, revealing physical education teachers’ professional purposefulness, and attitude towards physical education classes has shown that teachers who practice goal-oriented purposefulness, compared to those of situational purposefulness, tend to be more creative during classes and more concerned with the importance of physical education in the curriculum. Connections of research variables show that goal-oriented purposefulness teachers are more physically active during their leisure time, are more optimistic about their current life stage and are more successful at creating an educational environment during their classes.

APA, Harvard, Vancouver, ISO, and other styles

35

Mehmonov, Ravshanbek, and Oybek Parpiev. "PEDAGOGICAL REQUIREMENTS FOR PHYSICAL EDUCATION TEACHERS." Theoretical & Applied Science 85, no. 05 (May 30, 2020): 758–61. http://dx.doi.org/10.15863/tas.2020.05.85.138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Prystupa, E., M. Danylevych, and O. Romanchuk. "Physical Education Teachers Training in Austria." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.

Full text

Abstract:

The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.

APA, Harvard, Vancouver, ISO, and other styles

37

Jansa, P., and K. Kotlík. "Movement activities of physical education teachers." Studia Kinanthropologica 15, no. 2 (September 30, 2014): 65–74. http://dx.doi.org/10.32725/sk.2014.042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Petrie, Kirsten, and lisahunter. "Primary teachers, policy, and physical education." European Physical Education Review 17, no. 3 (October 2011): 325–29. http://dx.doi.org/10.1177/1356336x11416729.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Toros, Turhan, Mehmet Bayansalduz, and Fikret Soyer. "Self-evaluations of Physical Education Teachers." Anthropologist 21, no. 1-2 (July 2015): 366–73. http://dx.doi.org/10.1080/09720073.2015.11891826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Meek, Geoffrey A., and Daniel Behets. "Physical education teachers’ concerns towards teaching." Teaching and Teacher Education 15, no. 5 (July 1999): 497–505. http://dx.doi.org/10.1016/s0742-051x(98)00061-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Capel, Susan A. "Anxieties of beginning physical education teachers." Educational Research 35, no. 3 (December 1993): 281–89. http://dx.doi.org/10.1080/0013188930350308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Sandmark, H. "Musculoskeletal dysfunction in physical education teachers." Occupational and Environmental Medicine 57, no. 10 (October 1, 2000): 673–77. http://dx.doi.org/10.1136/oem.57.10.673.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Behets, Daniel. "Concerns of Preservice Physical Education Teachers." Journal of Teaching in Physical Education 10, no. 1 (October 1990): 66–75. http://dx.doi.org/10.1123/jtpe.10.1.66.

Full text

Abstract:

The purpose of this study was to identify and assess the concerns of preservice physical education teachers at the University of Leuven (Belgium). In two studies, data were obtained with two different methodologies, namely a questionnaire and the logbook. In the first study the Teacher Concerns Questionnaire (TCQ) was administered to 100 students on three occasions during their early field teaching experiences. Of the three types of concern—self, task, and impact—only impact concern increased significantly and could be identified as a stable factor. In line with related studies, data did not reveal the three stages of Fuller’s concern model. In the second study written concerns were gathered using the logbook method. Concerns about pupil control and organization were found most frequently. Finally, concerns obtained from the TCQ were compared with the written ones. The contradicting findings suggest there are both idealistic and realistic concerns. Further research into a valid instrument for assessing concerns of prospective physical educators is recommended.

APA, Harvard, Vancouver, ISO, and other styles

44

Doolittle, Sarah. "Practical Assessment for Physical Education Teachers." Journal of Physical Education, Recreation & Dance 67, no. 8 (October 1996): 35–37. http://dx.doi.org/10.1080/07303084.1996.10604835.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Paulson, Lisa, and Jaimie McMullen. "Wanted: Engaged Physical Education Cooperating Teachers." Journal of Physical Education, Recreation & Dance 94, no. 5 (May 17, 2023): 24–29. http://dx.doi.org/10.1080/07303084.2023.2185326.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Berezina, A. I., and Z. V. Senuk. "Adaptation of young physical education teachers." Current Issues of Sports Psychology and Pedagogy 3, no. 2 (2023): 26–36. http://dx.doi.org/10.15826/spp.2023.2.67.

Full text

Abstract:

The relevance of research on the adaptation of young physical education teachers is dictated by the modern challenges of Russian education, primarily the need to meet the targets of the national project «Education». Young teachers, in particular including physical education teachers, in the conditions of the new geopolitical reality, are that strategic resource, which should be the main thing in the formation of a new paradigm of education in Russia. The purpose of the study is to assess the adaptation process of young physical education teachers in Yekaterinburg, to identify the main reasons for the difficulty of entering the profession and moving to the next stage of professional development. The article is written on the basis of a study conducted by the authors in May 2023 of young teachers – teachers of physical culture, whose experience does not exceed five years. In total, 20 teachers of Yekaterinburg schools were interviewed. Socio-professional adaptation is understood as «the process of interaction between the individual and the professional environment, during which the development of goals, values, norms of professional activity is carried out, due to a combination of external and internal factors that ensure the optimal functioning and development of the individual in the profession».

APA, Harvard, Vancouver, ISO, and other styles

47

Kim, Young Sik. "The Study in Quality of the Physical Education Teachers Measured by the Non-physical Education Teachers." Journal of Sport and Leisure Studies 30 (September 30, 2007): 41–48. http://dx.doi.org/10.51979/kssls.2007.09.30.41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Keating, Xiaofen D., Ke Zhou, Jingwen Liu, Rulan Shangguan, Yao Fan, and Louis Harrison. "Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 162–72. http://dx.doi.org/10.1123/jtpe.2016-0128.

Full text

Abstract:

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.

APA, Harvard, Vancouver, ISO, and other styles

49

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

50

Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (November 28, 2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.

Full text

Abstract:

This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!