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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

This study discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of physical education (PE). The study addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE teacher education with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high-quality learning experiences that are crucial to continuing physical activity throughout the life course for all children, not just those who have a natural aptitude in this area. Many advocates for radical change in PE have repeatedly argued that PE curricula around the world are too focused on a traditional, one size fits all, sport technique based, multiactivity form. Others have argued that the traditional curricula have a primary focus on physical competence in running, jumping, and balls skills rather than providing experience in a wide range of physical activities including, inter alia, those with a focus on aesthetic awareness and those related to outdoor adventure.

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Anne M. Merrem and Matthew D. Curtner-Smith

view extracurricular sport as an educational experience that is an extension of the PE curriculum ( Curtner-Smith, 2009 ; Lee & Curtner-Smith, 2011 ; Templin & Richards, 2014 ). The second phase, professional socialization, occurs during formal PE teacher education (PETE) at universities and colleges

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Xiaofen D. Keating, Jingwen Liu, Xiaolu Liu, Jeff Colburn, Jianmin Guan and Ke Zhou

Purpose: This study investigated beliefs about the physical education (PE) profession of Chinese preservice physical education teachers (PPETs). Methods: Chinese PPETs (N = 660) from six universities participated in the study. Data were collected using a prevalidated survey—a scale of measuring Chinese PPETs’ beliefs about the PE profession, which consists of two domains: a sense of calling and the value of the PE profession. Analysis of variance and multivariate analysis of variance were used to examine the differences in overall beliefs and the two subdomains by gender and year in college, respectively. Results: The overall beliefs were positive. The sense of calling and value of the PE profession varied significantly by the year in college. Senior students had the lowest score in value of the PE profession, whereas sophomores showed the lowest score in sense of calling. Conclusions: PE teacher education programs had limited effects on changing Chinese PPET beliefs about the PE profession.

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

Kong through continuing professional development delivered by the Education Bureau and the Taiwan government developing a 12-year basic education, of which, PL is one of the core literacies ( Sum, Wallhead, Ha, & Sit, 2018 ). PL and PE Teacher Education The contemporary discourse for situating PL

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Ye Hoon Lee, Hyungil Harry Kwon and K. Andrew R. Richards

satisfaction. In addition to implications for in-service teachers, this study yields recommendations for PE teacher education programs. Beyond the content and pedagogical skills that make up PE teacher education curricula, it is imperative that preservice teachers be prepared for the realities of teaching PE

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Burhan Parsak and Leyla Saraç

-career teachers (graduates of the PE Teacher Education Programs), all of whom were at public schools. Instruments A survey questionnaire and direct observation tool were used to collect the data. The validated Turkish version of the Physical Education Teachers’ Use of Teaching Styles and Perceptions of Styles

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Robin J. Dunn and Sarah A. Doolittle

preservice PE teacher education, and through professional development and staff training for in-service teachers, activity leaders, and coaches; (b) a summary of barriers to learning and implementing TPSR and recommendations for increasing the impact of formal and informal ways of teaching TPSR; and (c

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Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll

. This method allows the knowledge, experiences, feelings, beliefs, and values shared in a learning community to be investigated more deeply, as previously demonstrated in PE teacher education ( Sparkes, Templin, & Schempp, 1993 ). As we expected to produce a stronger impact on the EGI PTs, due to their

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Chad M. Killian, Christopher J. Kinder and Amelia Mays Woods

examine PETE faculty member’s perceptions toward and understanding of K–12 OLPE” (p. 716). 1. What is PETE faculty’s knowledge of K–12 online education? 2. What are PETE faculty’s perceptions of K–12 OLPE? PE teacher education faculty knowledge of K–12 OLPE, the extent to which OLPE could meet national PE

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Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu

). According to early research (e.g., Brown, 2012 ; Lightsey et al., 2013 ), it is expected that self-efficacy will be negatively related to burnout and positively associated with life satisfaction. Methods Participants In Mainland China and Hong Kong, preservice PE teachers are trained in PE teacher