Concerns of Preservice Physical Education Teachers

Behets, Daniël

doi:10.1123/jtpe.10.1.66

Cited by 50 publications

(35 citation statements)

References 10 publications

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“…Other studies have indicated low internal consistency and instability for the self concerns scale (e.g. Behets, 1990;Boggess, McBride and Griffey, 1985). Thus, the TCQ is not fully supported as an instrument for measuring students' concerns.…”

Section: Factor Analysismentioning

confidence: 96%

Secondary students' development as teachers over the course of a PGCE year

Capel¹

2001

Educational Research

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Research has suggested that students pass through different concerns or stages in their development as teachers. Although some authors have suggested that concerns or stages are sequential, other research does not support sequential concerns or stages of development. The major purpose of this study was to look at the concerns of students at different times during a one year Postgraduate Certificate in Education (PGCE) course, particularly to identify any changes in concerns about school experience as they developed as teachers and whether the development of concerns was sequential. A second purpose was to look at whether the Teacher Concerns Questionnaire (TCQ) is a useful instrument for measuring students' concerns. One cohort of students on a secondary PGCE course in England was administered the TCQ on three occasions during the academic year 1996/97.Results showed that these students were moderately concerned about school experience at the three administrations of the questionnaire. Self and impact concerns were the highest causes of concern and task concerns the lowest causes of concern at all three administrations of the questionnaire.Results also showed that there was a significant difference in the amount of total concern between the first and second and first and third administrations of the questionnaire, but not between the second and third administrations. There were significant differences between scores on nine of the items on the TCQ. However, there were no significant differences between students learning to teach different subjects. The three categories of concern identified for the TCQ: self; task; and impact concerns were only partly supported by the results of this study. The results did not support work which has suggested that the development of concerns is sequential. The results are discussed in relation to the ongoing development of teachers and identifying concerns of individual students.

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Section: Factor Analysismentioning

confidence: 96%

Secondary students' development as teachers over the course of a PGCE year

Capel¹

2001

Educational Research

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“…Much research has been conducted on the concerns of trainee physical education teachers (e.g., Behets, 1990;Capel, 1997Capel, , 1998aCapel, , 1998bFuller 1969;Hardy, 1995Hardy, , 1996Mawer, 1995;McBride, Boggess and Griffey, 1986).…”

Section: Developing Knowledgeable Teachers Of Physical Education Ablementioning

confidence: 99%

Making physical education relevant: increasing the impact of initial teacher training

Capel¹,

Blair²

2007

London Review of Education

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This paper is developed from concern that, despite a number of developments and initiatives in physical education over recent years, there has been little change in the teaching of the subject. This has resulted in many young people being alienated from physical education and therefore physical activity. The paper focuses on how initial teacher training (ITT) contributes to this lack of change by focusing on the development of knowledge for teaching and the technical competence to deliver this. It then considers ways in which ITT could contribute to developing 'knowledgeable teachers' who are able to make change. The paper focuses on two aspects identified as relevant for trainee physical education teachers: socialisation and knowledge for teaching. It recognises that the issues are complex and that change is difficult. It also recognises that ITT cannot change things by itself. However, it argues that by maintaining the status quo, the subject will not develop so that it is relevant to today's youngsters.2

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“…Hayes et al (2008) note that in the extensive literature regarding the training of physical education (PE) teachers, much research has focused on beginner and expert teachers who face different concerns (Wendt et al, 1989;Behets, 1990Behets, , 1997Meek, 1996;Meek et al, 1999;Rossi et al, 2008). For example, Behets (1990) found several significant differences with respect to the instructional variables, all indicating that the most effective teachers spent significantly less time and attention on providing information to pupils. According to Castañer (1996) and Rossi et al (2008), the ‗putting into practice' employed by PE teachers bears a certain resemblance to the presentation of self that was described by Goffman (1959) in relation to our behaviour in space and time, and which in our view is associated with the kinesic and proxemic behaviours that form the object of the present study.…”

Section: Communication In Expert and Novice Teachersmentioning

confidence: 99%

“…Thus, regardless of a teacher's experience it is always worth questioning the forms and style of verbal and non-verbal communication used in everyday teaching practice, as well as the quality of the messages transmitted (Cloes et al, 1995). Hayes et al (2008) note that in the extensive literature regarding the training of physical education (PE) teachers, much research has focused on beginner and expert teachers who face different concerns (Wendt et al, 1989;Behets, 1990Behets, , 1997Meek, 1996;Meek et al, 1999;Rossi et al, 2008). For example, Behets (1990) found several significant differences with respect to the instructional variables, all indicating that the most effective teachers spent significantly less time and attention on providing information to pupils.…”

Section: Communication In Expert and Novice Teachersmentioning

confidence: 99%

Kinesics and proxemics communication of expert and novice PE teachers

et al. 2011

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The aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed. Kinesics and proxemics communication of expert and novice PE teachers AbstractThe aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed.

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Concerns of Preservice Physical Education Teachers

Cited by 50 publications

References 10 publications

Secondary students' development as teachers over the course of a PGCE year

Secondary students' development as teachers over the course of a PGCE year

Making physical education relevant: increasing the impact of initial teacher training

Kinesics and proxemics communication of expert and novice PE teachers

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