An Analysis of Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession

Abstract

<jats:p><jats:bold>Purpose</jats:bold>: This study investigated beliefs about the physical education (PE) profession of Chinese preservice physical education teachers (PPETs). <jats:bold>Methods</jats:bold>: Chinese PPETs (<jats:italic>N</jats:italic> = 660) from six universities participated in the study. Data were collected using a prevalidated survey—a scale of measuring Chinese PPETs’ beliefs about the PE profession, which consists of two domains: a sense of calling and the value of the PE profession. Analysis of variance and multivariate analysis of variance were used to examine the differences in overall beliefs and the two subdomains by gender and year in college, respectively. <jats:bold>Results</jats:bold>: The overall beliefs were positive. The sense of calling and value of the PE profession varied significantly by the year in college. Senior students had the lowest score in value of the PE profession, whereas sophomores showed the lowest score in sense of calling. <jats:bold>Conclusions</jats:bold>: PE teacher education programs had limited effects on changing Chinese PPET beliefs about the PE profession.</jats:p>

The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning

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Revalidation of preservice physical education teacher’s teacher identity scale in Chinese physical education student teachers

“…Their TI is of concern because it has the potential to influence PPETs’ career choices as well as the quality of their teaching as in-service teachers. As widely known, it is difficult to recruit student teachers because of the busy schedule of their student teaching, job searching, thesis writing, and travel to multiple schools for data gathering ( Keating et al, 2021 ). The revalidation of PPET-TI-Chinese in PE student teachers provides us with a more effective tool to quantitatively examine TI.…”

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

“…The participants were from all Chinese provinces and autonomous cities except Taiwan. There were 70.2% of males and 29.8% of females, which is about the same as the population of PE teachers in China in which about two-thirds of the population are males (Keating et al, 2020 ). In addition, 511 (40.0%) and 715 (55.9%) were elementary and secondary PE teachers, respectively (Note: missing 4.1%).…”

“…In alignment with the process outlined by Richards et al ( 2017 ) study on validating the PMQ-PE in the US, this investigation duplicated the validation process. An Institutional Review Board (IRB) approval was not obtained because it does not have such a requirement in China (Keating et al, 2020 ). However, the guidelines for human subject studies used in the US were closely followed to protect the privacy of participants.…”