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Abstract

Problem statement: Teaching self-efficacy is built from teacher's interpretations about and also from the personal values that he attributes to the information selected from the environment. Despite research has investigated the contributions of the sources of self-efficacy, little is known about which experiences are selected and weighted by Physical Education beginning teachers to compose teacher' self-efficacy. Purpose: This study aimed to identify, describe and analyze the learning experiences to teach that beginning Physical Education teachers rely on to judge their self-efficacy to teach. Approach: The data were collected through semi-structured interviews with five Physical Education beginning teachers and qualitatively analyzed with the support of NVivo software. Results: Results indicate the prevalence of practical experiences (enactive mastery experience) during teacher education, especially linked to supervised practicum, observational learning experiences (vicarious experience), and teacher guidance (social persuasion) during ongoing education were also significant information for the selfefficacy judgments. Conclusion: special attention can be given to the processes of the supervised practicum programs and situations which involve direct teaching practices during the undergraduate courses and in-service programs.

Newly Graduated Physical Education Teachers’ Experiences of and Readiness for Professional Practice: A Scoping Review

“…mentoring within the school environment or in-service training courses) (e.g. Costa Filho & Iaochite, 2018) and informal support (i.e. school with supportive and nurturing colleagues and/or principal) (Blankenship & Coleman, 2009) reported in the studies are experienced by PE teachers as useful (MacPhail & Hartley, 2016), although whether or not such support is considered adequate by new graduates depends on who provides it (Napper-Owen & Phillips, 1995).…”

The Relationship between Attitudes Towards Supervision and Perceived Self-Efficacy in Physical Education Teaching Majors

“…In addition, research on teacher self-efficacy and supervision revealed that teacher self-efficacy is strongly associated with the evaluation of teachers' effectiveness during the supervision process by their colleagues, supervisors, or administrators (Klassen ve Tze 2014;McDonnough & Matkins, 2010). A limited number of studies in the field of physical education have also revealed that the knowledge and skills acquired by pre-service teachers, especially during the controlled supervision process in authentic school practice, contribute positively to their self-efficacy perception level (Costa Filho & Iaochite, 2018;Gurvitch & Metzler, 2009). In the case of physical education teacher candidates, revealing their self-efficacy beliefs and views on supervision at an early stage of career development may help with learning about future teaching behaviors and taking preventative measures against potential negative outcomes (Schnitzius et al, 2021).…”