In-service Physical Education Teachers Research Articles

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers’ overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy ( p < .001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a)The more I do it, the better I feel: the importance of professional experiences; (b)I've learned from others: the influence of colleagues; and (c)Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e.,mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e.,class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying: The Influence of Socialization

ABSTRACT Purpose: This study aimed to investigate how teachers’ socialization experiences influence their perceptions of and responses to bullying. Methods: Thirty in-service physical education teachers were recruited to participate. One semi-structured, individual interview was conducted with each participant lasting approximately 60 minutes. Data analysis employed inductive and deductive techniques. Results: Two themes emerged that described teachers’ perceptions of and responses to bullying. These themes included: (a) socialization experiences and socializing agents influence teachers’ perceptions and behaviors in relation to bullying, and (b) teachers have developed strategies to address bullying but also experience significant challenges. Discussion: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in managing bullying.

Understanding Midwestern US Teacher Socialization during the COVID-19 Pandemic

The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the purpose of this study was to examine the experiences of Midwestern US physical educators during the COVID-19 pandemic and the lasting implications for their careers. Participants were 30 in-service physical education teachers (20 female and 10 male) from one state in the US Midwest who each participated in a semi-structured interview. Semi-structured interviews were audio-recorded and analyzed using a multiphase collaborative qualitative analysis method grounded in analytic induction and deduction and focused on thematic development. Data analysis resulted in four themes: (a) changing instructional modalities was challenging but prompted creativity and growth; (b) resources were scarce, and marginalization was intensified through the pandemic; (c) recognizing and responding to changes in teacher and student health; and (d) stressors associated with COVID-19 may influence teachers’ career trajectories. This study not only adds to the literature related to COVID-19 but also is important for understanding how the schools’ culture changes through times of crisis. It is likely that other local, regional, national, or international events will cause disruptions in teachers’ work and the nature of student learning in the future.

An online video annotation tool for optimizing secondary teachers’ motivating style: Acceptability, usability, and feasibility

This paper introduces an online video annotation tool for improving teachers' motivating style (autonomy support and structure). The tool's acceptability, usability, and feasibility were tested by both pre- and in-service physical education teachers. Overall, both groups of teachers exhibited moderate to high acceptance of the tool and reported that its use stimulated reflection on their motivating style. Although the tool was user-friendly and required minimal guidance, some teachers expressed concerns about the time required to use it. In response, we have proposed several solutions. Finally, both groups of teachers agreed that an online tool could complement traditional self-reflection methods in initial teacher training programs.

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

Physical Educators’ Exergaming Integration Experiences, Attitudes, and Self-Efficacy Beliefs

Exergaming technologies have emerged in physical education in recent years as an attempt at revitalizing physical activity levels among youth. Research on the effects of exergaming is increasing; however, there is no research on practicing physical education teachers’ implementation in the United States. Studies indicate that physical educators have low levels of confidence with regard to technology integration, particularly exergames. Due to exergaming technology’s potential impact, it is essential to understand the extent to which physical education teachers implement these technologies. Self-efficacy beliefs, influenced by prior experiences, are powerful motives of behavior. Thus, grounded in self-efficacy theory, this study investigated pedagogical exergaming experiences, attitudes, and self-efficacy beliefs of a nationwide sample of U.S. kindergarten through 12th-grade physical education teachers. Study participants included 402 in-service physical education teachers from 35 states who completed the online Physical Educators’ Exergaming Technology Integration, Attitudes, and Self-Efficacy Inventory. Participants reported moderate to high levels of attitude and self-efficacy beliefs, and Pearson correlation coefficients suggested strong, positive relationships between attitude and self-efficacy beliefs (r = .56, n = 402, p < .001) toward integrating exergaming technology in PE. Teachers’ prior exergaming integration into PE experiences was positive overall, yet limited because of barriers such as budget, equipment, training, and administrative support. Overall, results suggest that physical education teachers feel confident and have positive attitudes toward implementing exergaming in physical education, with self-efficacy regarding implementing exergaming in PE correlating strongest with prior successful mastery experience.

How teachers feel: exploring secondary physical educators’ emotions, control beliefs, and coping mechanisms on the job

ABSTRACT Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and student-teacher relationships. In addition, emotions are used to express teaching experiences which serves as a starting point for dissecting what caused a teachers’ emotions and what was the resulting action. The purpose of this study was to explore how PE teachers interpret their emotions while teaching and what internal and external factors may impact their perceived ability to control and cope with their positive and negative emotional situations. A cross-sectional qualitative design was used to gain in-depth understanding of current secondary in-service PE teachers (N = 10; 5 = Female, 5 = Male; 50% Middle School; 50% High School). Semi-structed interviews and scenario-based questioning were used to explore tenants of emotions, guided by the Appraisal Theory, which included participants describing the cause and effect of each emotion. Inductive and deductive qualitative analysis resulted in two themes: positive and negative emotion experiences with subthemes. Subthemes described with positive emotions included student learning and relationships, program development and maintenance and colleague relationships. Negative emotions included marginalization of the subject, student behavior and shame driven reactions. In conclusion, appraisals are highly aligned with teacher emotions and interconnection exists between teaching ability, psychosocial beliefs/experiences and the emotions teachers feel. Teaching behaviors and well-being are likely dictated by this relationship.

Strategies to Support and Deliver Culturally Relevant Physical Education

The purpose of this article is to provide strategies for K-12 in-service physical education teachers to cultivate a culturally relevant physical education environment. First, an overview of the culturally relevant physical education (CRPE) framework is discussed. Next, practical examples and suggestions are provided to support teachers in engaging in all three components of CRPE. The continuous presence of culturally relevant teaching in the physical education setting is an on-going cycle that develops over time.

Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers.

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

Moving within learning communities as an act of performing professional wellbeing

ABSTRACT This study builds on the Spaces of Wellbeing Theory to investigate the circumstances under which community participation can affect teachers’ capacity to perform wellbeing in anticipation of their daily circumstances. Participants were 10 in-service physical education teachers, members of a Learning Community (LC) of cooperating teachers who supervised undergraduate students in their school practicum. Semi-structured interviews were conducted with participants divided in three groups, based on their years and type of engagement with the LC. Data analysis followed a qualitative induction approach. Three overarching themes were developed to represent community participation as: (1) learning in practice; (2) social formation; and (3) sharing and belonging. Results showed that both novice and experienced community members approached the LC space with an expectancy to produce or receive professional learning and support. Such a stance mediated conditions of possibility within which personal capacity was bridged with group dynamics. The reframing of teacher wellbeing as a stance of relational being and practice could contribute new understandings of the ways that community connectedness could help teachers imagine alternatives and perform new assemblages of professional becoming.

Physical education teachers’ perceptions and operationalisations of personal and social development goals in primary education

Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers perceive and operationalise personal and social development goals. In sum, 12 experienced primary school PE teachers participated in semi-structured interviews. Deductive-inductive content analysis was used to analyse the data. Findings are discussed under three themes. The first theme, goal versus means, relates to personal and social development as a goal in itself or as a means to achieve other goals. This duality is discussed in relation with how teachers organise their lessons, the tasks and activities they provide, and how they divide children into groups. The second theme, the teacher's role versus children's role, relates to the struggle PE teachers face with delegating responsibilities to children. Under the third theme, (lack of) curriculum line, we discuss the structure or curriculum line that is missing in the pursuit of personal and social development goals. Future research and practice should devote time and effort to training PE teachers to realise personal and social development goals in a more structured and systematic way.

Gender bias and gender equality beliefs in teaching efficacy profiles of Finnish physical education teachers

ABSTRACT Homogeneous teaching efficacy profiles of in-service physical education (PE) teachers (N = 175) from a variety of educational institutions, elementary to higher education, were examined. In addition, associated gender bias and equality beliefs in PE were investigated. Three profiles (Low, Intermediate, High) were identified using cross-sectional data collected via an anonymous online survey. The PE teachers with the highest teaching efficacy reported the highest higher gender equality beliefs. In the low efficacy profile, females and PE teachers with a master’s degree scored higher on gender equality beliefs than males or teachers with other tertiary education, and longer compared to shorter teaching experience was associated with higher gender bias. In the intermediate and high teaching efficacy profiles, males reported higher gender bias beliefs than females, whereas longer service was associated with lower gender equality beliefs only in the high teaching efficacy profile. Teacher education may be the most effective channel to tackle gender bias beliefs in PE classes, which should be free from all types of discrimination.

Sustainability Awareness of In-Service Physical Education Teachers

Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet.

In-Service and Pre-Service Physical Education Teachers' Levels of Belief in Education: A Comparative Study

The aim of this study was to comparatively examine in-service physical education teachers’ and pre-service physical education teachers’ levels of belief in education. This study, which was carried out with the participation of physical education teachers (n=266) employed in various cities of Turkey, as well as first grade (n=73) and fourth grade (n=64) pre-service physical education teachers studying at Balıkesir, Manisa Celal Bayar and Muğla Sıtkı Koçman Universities, was conducted using a survey model. The “Scale of Teachers’ Levels of Belief in Education” developed by Akın and Yıldırım (2015) was used as the data collection tool in the research. For the data analysis, descriptive statistics, independent samples t-test, one-way analysis of variance, and Scheffé’s test were utilised. As a result of the research, it was determined that physical education teachers and pre-service teachers partially believed that the general aims of education were achieved, while they believed that the aims of education related to socialisation and all-round development were achieved more than the aims of education regarding individual differences. In the study, it was found that pre-service teachers believed in education more than in-service teachers, and that teachers’ professional seniority was an important factor affecting levels of belief in education. In future research, qualitative studies and mixed design studies should be conducted in order to obtain more in-depth information related to revealing the reasons for in-service teachers’ and/or pre-service teachers’ partial and low levels of belief in education and to suggesting solutions. Furthermore, future studies with a correlational design aimed at determining the relationships of teachers’ levels of belief in education with their levels of organisational commitment, professional burnout, motivation and alienation and with their perceptions towards the profession will contribute to better understanding of the phenomenon of belief in education.

Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors

In this study the measurement invariance of a scale designed for assessing pre-service and in-service physical education (PE) teachers' (N = 362; N = 829) attitude toward inclusive PE and differences in that attitude were determined. Further analyses indicate that intensity of contact with people with disabilities had a positive effect on pre-service PE teachers’ attitude toward, and self-efficacy in, inclusive PE. The number of semesters completed of teacher training programs had a negative effect on self-efficacy; this effect was not found in pre-service PE teachers in a special education degree program. Finally, an empirical and theoretical differentiation of phase-specific self-efficacy dimensions is discussed.

PE teacher selection and employment examination: a reinventive institution within teacher education and socialisation

ABSTRACT The form of Physical Education (PE) teacher selection matters in that, as a system of rules (i.e. institution), it shapes the practices of Initial Teacher Education (ITE), including pre-service PE teachers’ daily preparation for teaching qualification and employment. This article examines the secondary PE teacher selection examination as one of the locations of teacher socialisation and identity (re)formulation. Focusing on South Korea’s National Secondary Teacher Selection and Employment Examination (STSEE), the paper addresses two main research questions: (a) how does the STSEE structure everyday practices of pre-service PE teachers who prepare for the exam for a year at least; and (b) what does this intensive year-long routine of commitment bring to the social and professional identities of the applicants? Drawing on a micro-sociological concept of ‘reinventive institutions’ (Scott, 2010, 2011), this study analyses qualitative data from a number of documents and in-depth interviews with 11 pre- and in-service PE teachers. Our analysis reveals two main findings. First, the STSEE features key attributes of reinventive institutions, including total commitment to exam preparation, deference to gurus and communities of comradeship, all of which operate on the basis of individuals’ aspirations to success in the STSEE. Second, distinguished from the stereotype of physical educators in previous generations (e.g. incompetent, violent and unprofessional), PE teachers who have passed the exam acquire reinvented identities as smart, passionate and professional PE teachers who can enjoy ‘permanent job security’ with their advanced social positionality. The paper concludes by discussing the significance of teacher employment examinations in studying PE teachers’ socialisation into the profession.

Teaching inclusive physical education for students with disabilities: reinvigorating in-service teacher education in Sri Lanka

ABSTRACT Schools are accountable for educating students in specific positive knowledge, skills and values relevant to that specific society. However, it is unclear how disability is perceived and treated by teachers, and how students acquire awareness and positive perceptions towards disability through the teaching-learning process. The concept of critical constructivist teaching in physical education (PE) is that PE teachers organise in order to integrate students with disabilities into classes with students without disabilities, and this could therefore be a critical paradigm shift for challenging existing negative perceptions among students without disabilities towards students with disabilities. The qualitative data that informs this article aimed to provide a comprehensive interpretation of how the methods used by current Sri Lankan PE teachers evolved to include students with disabilities in their regular PE classes. A sample of 90 in-service PE teachers, 10 representing within each of the 9 provinces of Sri Lanka were recruited to this study. Data were collected according to the descriptive phenomenological method through focus group interviews and analysed by thematic analysis according to Colaizzi’s descriptive phenomenological data analysis method. The degree of knowledge regarding disability, preparedness and inclusion practice of PE teachers were determined. Results revealed that Sri Lankan PE teachers were generally less confident about the inclusion of students with disabilities in their regular PE classes. However, a lack of support from authorities and working under varied policies had become the main challenges of inclusion of students with disabilities in regular PE classes. It was also revealed that even though major revisions had been advocated in the education and training of PE teachers, disability-focused training was still segregated from many in-service teacher training programmes due to negligible attention by senior educators. Recommendations to re-invent and re-plan training of in-service PE teachers may facilitate successful integration of students with disabilities into the regular PE classes.