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"Physical education teachers"
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Workplace learning in physical education : emerging teachers' stories from the staffroom and beyond
This title explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, it takes a look at how professional knowledge is developed, investigating the notions of 'professional' and 'workplace learning' and examining associated literature.
Book
Future Physical Education Teachers’ Preparation to Use the Innovative Types of Motor Activity: Ukrainian Experience
The purpose of the paper is to substantiate the model of future physical education teacher’ preparation to use the innovative types of motor activity in professional activity. 267 respondents (204 students, future physical education teachers, and 63 teachers) participated in the research. Students were divided into two groups. The experimental group trained according to the author's model: future physical education teachers’ preparation to use the innovative types of motor activity in the professional activity. The indicators «Volume of knowledge», \"Gymnastic preparedness\" and \"Organizational actions\", \"Self-analysis\" were defined to examine the readiness of future physical education teachers to use the innovative types of motor activity in professional activity. Qualitative and quantitative changes for each indicators of the readiness of the future physical education teachers to use the innovative types of motor activity in professional activities are reflected in positive dynamics, which is confirmed at the significance level of 0.05 according to the Student's statistical test. The pedagogical experiment has shown the effectiveness of the author's model of future physical education teachers’ preparation to use the innovative types of motor activity in professional activities.
Journal Article
Model Construction of Chinese Preservice Physical Education Teachers' Perception of Social Media: A Grounded Theory Approach
(1) Background: Pre-service physical education teachers commonly embrace social media for multiple purposes. However, little is known about their perception of social media, which could affect the appropriate use of social media in their future professional work. This study aims to explore a theoretical model of how pre-service physical education teachers perceive social media in order to provide a basis for educators to guide their appropriate use of social media. (2) Methods: Qualitative data were collected in diverse ways, mainly from interviews. Seventeen Chinese preservice physical education teachers were selected as participants by a purposive sampling technique. The interview questions focused on participants' motivation, expectations, and experiences in social media usage. Grounded theory was used to analyze the data by ROST CM and Nvivo 12. (3) Results: The perception of social media among teachers includes three subsidiary categories made up of 10 sub-categories, 70 concepts, and 307 labels. The three categories are (a) value perception, including the perspective of intelligent function, interaction, and rich information, (b) risk perception, involving psychological risk, information risk and privacy risk and (c) overall perception, like development trends, current status and basic elements. (4) Conclusions: Chinese preservice physical education teachers perceive social media as having similarities and differences compared to other countries. Future research should consider a large sample survey to revise and verify the initial exploration of perception and study diverse groups of teachers' perceptions of social media.
Journal Article
Exploring Skills in Observing Teaching Competency through Video Evaluation of Class Demonstrations by Pre-Service Physical Education Teachers
This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. The Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service and pre-service teachers. Compared with in-service teachers, pre-service teachers reported high agreement with intuitive teaching behaviors. However, pre-service teachers indicated low agreement with skills that required complex teaching behaviors depending on various situations. Based on theories by Schon (1983), pre-service teachers showed high “knowledge for practice” and low “knowledge in practice”. The present study confirmed that pre-service PE teachers tended to have high propositional knowledge and low methodological knowledge regarding teaching. Pre-service teacher education requires an approach that harmonizes theory- and practice-centered education. This study provided directions for pre-service teacher education to enhance the competency of pre-service teachers for leading and analyzing classes.
Journal Article
Adapted physical education national standards
\"This manual is the third edition of the professional Adapted Physical Education National Standards (APENS). The National Consortium for Physical Education for Individuals with Disabilities (NCPEID) conducts a review process every several years and revises the APENS and the national exam as needed. These revisions are made by members of the profession to reflect current knowledge and practices\"-- Provided by publisher.
Book
Advancing Quality Physical Education: From the Canadian PHE Competencies to the QPE Foundations and Outcomes Frameworks
To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher education are necessary to prepare educators for implementing comprehensive QPE programs that prioritize students’ holistic development and foundational movement competence. This manuscript examines the intricate role of the “Canadian Physical and Health Education Competencies” and its Essential and Foundational Elements, PE Competencies Wheel, and Wholistic Verb Wheel serve as a competency-informed approach for supporting PE curriculum updates and policy reform nationwide. Furthermore, the results section explores how the Canadian PHE Competencies serves as a foundation for advancing QPE and introduces two interconnected frameworks: the QPE Foundations Framework and the QPE Outcomes Framework—Skills for Life. Building on the overarching goals of the Canadian Physical and Health Education Competencies, the QPE Foundations Framework outlines essential components for program implementation, while the QPE Outcomes Framework—Skills for Life identifies eight core skills students develop through quality movement experiences. Together, these frameworks offer a transformative and progressive approach for understanding and assessing QPE, with the intention to serve as practical tools for pre-service and in-service educators, Physical Education Teacher Education (PETE) teacher educators, administrators, and policymakers. This manuscript concludes by advocating for enhanced pre-service educator training and ongoing professional development for in-service educators, ensuring all students have access to QPE experiences and equitable opportunities for developing the knowledge, skills, and attitudes to live active and well—for life.
Journal Article
Effect of career resilience on job burnout in university physical education teachers
We examined the chain mediating role of job satisfaction and job performance in the relationship between career resilience and burnout by conducting a survey of 455 university physical education teachers using the Career Resilience Scale, the Job Burnout Scale, the Job Performance Scale,
and the Job Satisfaction Scale. We used the bootstrapping method to test and analyze the mediating effects. The results showed that career resilience had a negative predictive effect on the job burnout of university physical education teachers, and that job satisfaction and job performance
played a mediating role in this relationship. The mediating role included three pathways: the individual mediating effect of job satisfaction, the individual mediating effect of job performance, and the chain mediating effect of job satisfaction and job performance. Theoretical and practical
implications are discussed.
Journal Article