Pre-service Physical Teachers Research Articles

The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

The aim of this study is to examine the effects of the teaching intervention with blended learning model on the 21st century skills, academic achievement levels and permanent learning of pre-service physical education teachers. For this purpose, the nested design was preferred among the mixed method research designs, case study approach was chosen for the qualitative dimension of the research, and quasi-experimental design method was preferred for the quantitative dimension. As regards the experimental intervention process, the experiment lasted for 12 weeks with the voluntary participation of 85 pre-service teachers who formed the control and comparison groups. As a result of the research, it is seen that blended learning affects the academic success and permanent learning levels of pre-service physical education teachers whereas it has no effect on the 21st century skills. Quantitative and qualitative findings are consistent with each other.

Developing adaptive teaching competence in preservice physical education teachers

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.

The role of pre-service physical education teachers in physical education – A bibliometric and systematic review

Pre-service physical education teachers (PSPTs) have long been an important area of specific development in physical education and have become a significant force in the field of physical education and research over the past two decades. However, exploratory research on pre-service teachers remains relatively scarce, and lack a comprehensive scientific exploration of the scope of their role. Therefore, this study provides a comprehensive overview of pre-service physical education teacher education (PETE) from both a broad and specific perspective. Specifically, it includes the current state of PETE, the most influential authors, countries, journals, and literature, as well as specific research topics and future directions within PETE. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, a total of 340 articles were included, with 84 of them being empirical studies. The findings reveal that teacher training, diversity, equity, and inclusion in education, educational attitudes and beliefs, educational quality, educational methods and technology, career motivation, teaching models and strategies, and teacher assessment and reflection are major research themes. Visual analysis of the application of pre-service physical education teacher research highlights teacher training, diversity, equity, and inclusion in education, as well as instructional technology, as key areas of future focus. These insights contribute to the reasonable application of bibliometrics in the field of pre-service physical education teacher research.

Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities

Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves.

The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers.

Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers. A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model. Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01). The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.

Credit Hour Analysis of Adapted Physical Education Courses in Higher Education

Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.

How Movement Habits Become Relevant in Novel Learning Situations

Purpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers

Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers ( n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.

예비체육교사들의 표현활동 마이크로티칭(Micro-teaching) 경험과 탐색

Objectives Microteaching is actively used to experience practical instructional design and instructional demon-stration along with knowledge of theory in the course of pre-service teachers. The purpose of this study is to find out how pre-service physical education teachers prepare for microteaching in the area of expression, experience and explore actual microteaching.&#x0D; Methods Participants were pre-service physical education teachers (n=4) to analyze microteaching cases in the field of expression, and open questionnaires and in-depth interviews before, during, and after microteaching were conducted to collect data, and the collected data went through an inductive category analysis process.&#x0D; Results The results of this study showed that (1) various difficulties in preparing microteaching, but experienced objective and critical classes through the class design and preparation process. (2) Pre-service teachers have a “positive aspect” of identifying the strengths and weaknesses of the class through real-time feedback and a “negative aspect” of the burden of not proceeding properly and being evaluated. (3) They had time for self-re-flection and experienced various teaching and learning methods through peer feedback and self-class analysis.&#x0D; Conclusions Pre-service teacher's micro-teaching experience recognized the basic knowledge of the curriculum and the importance of teaching, overcame the teaching professionalism problem in the relatively with out field of physical education, and experienced it educationally.

Examination of Pre-Service Physical Education Teachers' Beliefs on Physical Education Profession

This research examines pre-service physical education teachers' (PPETs’) beliefs on the physical education profession (BPEP). A convergent mixed-method research design was administered. The descriptive information form, PPET-BPEP, and open-ended questions were used to collect the data. 218 PPETs’ studying in PETE program and pedagogical formation certificate program participated in this research. Non-parametric tests were used for quantitative data, and content analysis was used for qualitative data. While gender did not differ significantly between the programs, there was a significant difference in the "value of PE profession" sub-domain. There is a substantial difference between those whose first career choice is PE teacher and those who don't, and those who want to become a PE teacher after graduation and those who don't. Those whose first career choice is PE teaching tend to this profession for reasons such as having an athlete identity, dream job, role model effect, and a desire to make children love and teach sports. Those who want to be a PE teacher after graduation stated the following reasons for their preference: want to endear sports to children, love and want to take care of children, dream job, want to explain the importance of the profession, want to be involved in sports and some features of the work. In conclusion, it is recommended that more research should be done on PPETs’ beliefs on the PE profession.

Descriptive Study of the Value Orientation of Pre-Service Physical Education Teachers in Henan Province, China

Objectives The purpose of this study was to investigate the characteristics of value orientation by gender and academic year in pre-service physical education teachers in Henan Province, China.&#x0D; Methods The subjects consisted of 307 students from the physical education departments of three universities located in Henan Province, China. The measurement tool was the VOI-Ⅱ Chinese version (Value Orientation Inventory-Ⅱ, Chen, 1997) reviewed by an expert group, and data were collected online through e-mail to pre-service physical education teachers in Henan Province, China.&#x0D; Results The results showed that first, there were 140 (45.61%) of pre-service physical education teachers with one high-priority value orientation, 20 (6.52%) of pre-service physical education teachers had two high-priority value orientations. Second, as a results of chi-square test by gender, there was a statistically significant difference in terms of their value orientation toward social responsibility (X2=3.903, p&lt;0.05), but no statistically significant differences in the remaining four value orientation (SA-x2=0.894, LP-x2=3.666, EI-x2=1.330, DM-x2=0.009, p&gt;0.05). Third, as a result of chi-square test by grade, there was no statistically significant difference for between 1st grade and 4th grade pre-service physical education teachers in five value orientation (DM-x2=0.012, LP-x²=0.650, SA-x²=0.045, SR-x²=2.006, EI-x²=1.071, p&gt;0.05).&#x0D; Conclusions The results of this study are expected to enhance understanding of pre-service physical education teachers for the development of physical education in China in the future. Additionally, it is anticipated that the study will provide theoretical evidence to support the reform and development of Physical Education Teacher Education (PETE) programs in the future.

Exploration of pre-service physical education teachers' teaching ability evaluation level and problems

Exploration of pre-service physical education teachers' teaching ability evaluation level and problems

Investigating Indigenous games as Indigenous knowledges and perspectives in PETE: a systematic literature review

ABSTRACT This systematic literature review (SLR) investigates the enablers and constraints which impact the enactment of Traditional Indigenous Games within curriculum. SLR methodology was used to identify all potential literature within Australia and internationally, between February 2022 and April 2022. Searches were limited to peer-reviewed literature, written in English and published between 2002 and 2022. Search protocols employed to investigate relevant literature were based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model with the following databases explored: A+ Education via Informit online, AEI ATSIS, ERIC Proquest, Taylor & Francis and Sage Journals (Education). The following search terms were used: ALL FIELDS, (‘Traditional Indigenous games’ OR ‘Indigenous games’ OR Yulunga OR ‘Indigenous sport’ OR ‘Aboriginal sports’ OR ‘Torres Strait Islander sports’ AND ‘Australian curriculum’ OR ‘cross curriculum priorities’ OR ‘Indigenous pedagogy’ AND ‘Indigenous perspectives’ OR ‘Indigenous knowledge’s’ OR ‘Embedding Indigenous perspectives’ AND ‘health and physical education’ OR ‘physical education teacher education’ OR ‘health & PE’ AND ‘Cultural competency’ OR ‘cultural safety’ AND ‘Initial teacher education’ OR ‘pre-service physical education teachers’). Results suggest that culturally relevant pedagogy is a dominant enabler, whilst curriculum and teacher cultural awareness are dominant constraints which impact the enactment of Traditional Indigenous Games within curriculum.

Preservice teachers’ perceptions of and intentions to utilize assessment

ABSTRACT Using occupational socialisation framework, the purpose of this study was to understand preservice physical education teachers’ perceptions of and intention to utilise assessment in their future teaching practice. 41 preservice teachers were selected to participate across four universities in the southeast United States. Data was collected through individual and focus group interviews and was analysed thematically through deductive and inductive approaches. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Four main themes included: (a) prior contact with quality assessment was limited; (b) varying focus on assessment during PETE; (c) assessment is related to but separate from teaching; and (d) desire to use assessment, but uncertain how to use it effectively. Preservice teachers’ desire to use assessment and how to use it in the future were influenced by their prospective PETE program preparation, however, largely related to their acculturation experiences.

Examination of Student Cognition and Instruction of Domain-Specific Lesson Goals

This study examined preservice teachers’ instruction of goals in specific learning domains in physical education class and students’ in- terpretation of these goals. Four preservice physical education teachers (all male) from a large urban university taught two lessons to eight sixth-grade students at an urban K–6 elementary school. The theory of cognitive mediation was the framework for this study. Piloted qualitative methods included video recordings of each lesson, stimulated recall, two 20-to-25-min semistructured interviews, and collected lesson plans. Data were analyzed through the constant comparative method. Three major themes emerged: goals for incorporating skills into game play were difficult to identify, affective goals were not explained, and cognitive goals were not implemented. Results indicate that teacher- training programs should develop strategies that will assist students to identify the domain goals of the lesson. This study indicates specifically the areas in which domain goals are lacking during the instructional process.

The Relationship Between Physical Education Teacher Candidates’ Epistemological Beliefs and Academic Self-Efficacy

The aim of this study was to examine the relationship between physical education teacher candidates&amp;rsquo; epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 &amp;plusmn; 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates&amp;rsquo; epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and B&amp;uuml;y&amp;uuml;k&amp;ouml;zt&amp;uuml;rk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.

Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

Exploring pre-service physical education teachers' trauma-related learning experiences in schools

This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments.

Development and validation of the social media perception scale for preservice physical education teachers.

Social media has become a mainstay of preservice physical education teachers' professional development. However, previous studies have been dominated by qualitative research, and there is still a lack of quantitative research based on samples from eastern countries. The objective of this study is to develop and validate of the Social Media Perception Scale for Preservice Physical Education teachers (SMPS-PPE). Items of questionnaire created from 70 concepts of the perception model described in our previous study. Questionnaire survey was used to collect quantitative data from a sample of 977 preservice physical education teachers through surveys. We analyzed the data using SPSS 26.0 and AMOS 24.0, conducting item analysis, exploratory factor analysis and confirmatory factor analysis to examine the data. SMPS-PPE consists of 26 items grouped into three factors: value perception, risk perception, and overall perception. Our findings indicate that SMPS-PPE has acceptable content validity, internal structure validity, and internal consistency. SMPS-PPE is a reliable and valid measurement to evaluate social media perception among preservice physical education teachers. Future studies should include larger and more diverse teacher samples to enhance generalizability. The SMPS-PPE should also be modified to better cater to the specific requirements of school teachers and university-based teacher educators in the field of physical education.