toward change perceive socializing agents and teaching context as barriers to or facilitators of making pedagogical change. With consideration given to individual teacher dispositions toward change and grounded in teacher socialization theory, the following research questions guided this study: (a
Ben D. Kern, Kim C. Graber, Amelia Mays Woods, and Tom Templin
Ian M. Taylor, Nikos Ntoumanis, and Martyn Standage
Physical education teachers can influence students’ self-determination through the motivational strategies that they use. The current study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers’ autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.
Melinda A. Solmon, Terry Worthy, Amelia M. Lee, and Jo A. Carter
This investigation examined the teaching perspectives of student teachers and described the interplay between their role identities and teaching contexts. Principal findings were (a) investigators were able to describe definable characteristics of teacher role identity and assess the relative strength of the role based on clarity of teacher image and level of confidence, (b) interaction patterns were observable and varied according to individual teacher and context, (c) subjects with stronger TRIs were able to negotiate for and closely approximate a real teaching role by implementing their own style, and (d) subjects with weaker TRIs relied heavily on their cooperating teachers by mimicking their teaching styles and routines. In conclusion, the findings of this study support the view of the prospective teacher as an active agent in controlling the direction of biography and social structure in the socialization process.
Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers’ focus to address the additional categories.
* Kimberly M.B. Tucker * Hannah G. Calvert * Tyler G. Johnson * Lindsey Turner * 1 07 2019 38 3 241 251 10.1123/jtpe.2018-0057 jtpe.2018-0057 The Influence of Socializing Agents and Teaching Context Among Teachers of Different Dispositions Toward Change Ben D. Kern * Kim C. Graber * Amelia Mays
Evelia Franco, Ricardo Cuevas, Javier Coterón, and Christopher Spray
isolate themselves from others. The final component, “personal accomplishment” is the person’s self-evaluation of their own work. Within the teaching context, burnout consequences seem to affect both institutions (through and individuals [ García-Carmona et al., 2019 ]). As for the former, teachers
Ben D. Kern, Chad M. Killian, Douglas W. Ellison, Kim C. Graber, Elaine Belansky, and Nicholas Cutforth
aggregate for all 17 teachers, and data categories were based on the percentage of physical education class time students spent engaged in MVPA, MVPA in the first 5 min of class, and the percentage of class time when the teaching context was primarily: management, knowledge instruction, fitness instruction
Jan-Erik Romar and Magnus Ferry
; Fairbanks et al., 2010 ; Richardson, 2003 ). Accordingly, real teaching experiences and reflection are important because reflection is developed with practice and influenced by teaching context ( Tsangaridou, 2016 ). Although the findings in the present study indicated that these PCTs developed practical
Yaohui He, Phillip Ward, and Xiaozan Wang
discuss the questions and answers one by one. This discussion occurred both in Chinese and English for over 2 days. Many questions were changed to fit the Chinese context. For example, the teachers considered that several of the questions were too easy given the Chinese teaching context. Changes were also
Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward
fill this void. The time has come for everyone in the field to step up and work toward creating teaching contexts in which professional physical educators actually have a fighting chance to be successful. The agenda identified in Chapter 2 provides a policy-focused launching pad. Chapter 3: PK–12