Abstract
ABSTRACT This study examined Physical Education Pre-Service Teachers’ (PSTs) perceptions of their teaching from constructivist teaching practices and their variation among PSTs’ responses when aggregated by sex, teaching practices curriculum, extension project, and university type. The sample consisted of 869 Physical Education PSTs from Brazil (female = 399 and male = 470). Data were collected through an online form and modeled using Bayesian multilevel ordinal regression analysis. Our results showed that there was substantial variation in perceptions about constructivist teaching practices by the teaching practices curriculum during graduation and small variation by sex and participation in extension projects. The present study highlights that Brazilian PSTs in Physical Education tended to perceive their teaching oriented to constructivist practices. Furthermore, there is a need to consider student-, curriculum-, and contextual-level factors in the intention to adopt constructivist teaching practices in games and sports.
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