Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

Oostveen, Roland van; Walters, William; Chartier, P.; Temertzoglou, Carolyn

doi:10.1080/13573322.2020.1844649

Cited by 10 publications

(20 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After starting their studies, prospective PE teachers build on their school experience of teaching and developed understanding of the work as a teacher, and for this reason, we observe links between their previous PE experience and the pedagogy they would like to implement (Davis, 2020;González-Calvo et al, 2021;Matanin and Collier, 2003). However, Barber et al (2020) showed that non-competitive, inclusive pedagogical approaches during the study period can have a positive effect on the self-confidence and competence growth of prospective PE teachers and help them review their previous experiences from new perspectives, which may prevent them from applying their negative experiences in teaching PE. Thus, upon graduation, students gain more knowledge about the future profession, and while practicing at school, they come across different practices and situations that may affect the change of their expectations and visions of themselves as a teacher.…”

Section: Discussionmentioning

confidence: 92%

“…Experience makes a significant contribution to PI formation (González-Calvo et al, 2021;Nickel and Zimmer, 2018). Individual biographies of would-be physical education (PE) teachers, their previous experiences are related to their beliefs about PE teaching (Davis, 2020;González-Calvo et al, 2021;Matanin and Collier, 2003) and self-confidence as well as perceived competence to teach PE (Barber et al, 2020). The school experience of PE can have a greater impact on shaping PE teachers' perceptions of their future profession and PE practice than teacher education programs (Ferry, 2018;Haynes, Miller and Varea, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

et al. 2022

View full text Add to dashboard Cite

This study examines the expression of self-efficacy, academic motivation, study satisfaction of prospective physical education teachers in different years of study, their interrelationships and intends to explain how studies help prospective physical education teachers shape their professional identities. A questionnaire survey was administered to 783 1st to 4th year undergraduate physical education students from four Lithuanian universities. The year of study did not affect changes in students’ self-efficacy expectations and intrinsic academic motivation, which may mean that such professional identity indicators are less affected by contextual factors. The correlations among the analysed variables showed that the quality of teaching, clear goals, and the maintenance of autonomy are essential components of the academic environment in order to strengthen the prospective PE teacher’s professional identity. The results of the study may encourage physical education teacher educators’ deeper analysis of the ongoing feedback on student satisfaction with their studies as an emotional PI indicator.

show abstract

Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Big data technology can help sports training institutions to provide scientific and reasonable data analysis in talent selection and play an important role in the teacher evaluation system. When providing services to teachers, sports training institutions should also focus on service quality and provide teachers with the most needed and best quality services through data analysis [31].…”

Section: Discussionmentioning

confidence: 99%

Multisource Analysis of Big Data Technology: Accessing Data Sources for Teacher Management of Sports Training Institutions

Wang

2022

Mobile Information Systems

View full text Add to dashboard Cite

In the information age, “mobile Internet,” “cloud computing,” “Internet of Things,” and “data mining” concepts are emerging at the same time, as well as other fields of related data-based applications. The mobile application will be born as a result. Therefore, in the information age, big data, which involves information in a specific key or specialized field, has gradually begun to receive a lot of attention in recent years. In 2011, the US consulting firm McKinsey and Company first proposed the arrival of the “era of big data” and in August 2015 in China’s State Council issued a notice of action outline “to promote the development of big data.” Meanwhile, big data has gradually become an important factor in driving national reform and innovation, promoting scientific and technological progress, improving the way society is managed, and guiding changes in education and research. Big data is driving a very influential shift in thinking in an era where big data is changing the way we live, becoming the way we understand the world, and gradually becoming the source of new inventions and services. At the same time, the rapid development of big data technology for physical education teachers needs big data for management and training and other institutional managers to provide more effective ways and means of education management, but up to now, the status of big data for management is still another serious challenge, sports and training and other institutions of big data and processing process of data nonintelligent, nonclosed-loop processing, data nonlinked processing, etc. Many problems are also still very obvious. According to the new characteristics of sports big data refinement management, the current situation of sports professional training institutions teacher management, combined with sports training institutions to find some more practical sports training institutions teachers big data management methods can effectively improve the efficiency of management, teacher team building, strengthen sports training institutions to improve the quality of teaching teachers, and promote the overall quality of students have a positive impact. In this paper, we combine the characteristics of “big data” and the construction of teachers in sports training institutions, and put forward some suggestions on how to improve the level of teachers in sports training institutions in the era of big data and conclude that the construction of teachers in sports training institutions should seize the key era now and enter the “|big data era.” We conclude that the construction of teachers in sports training institutions should seize the critical era and enter the “big data era,” so as to rely on science and technology to improve the construction system of teachers in sports training institutions.

show abstract

“…They also found that a one-week intensive sports camp positively effects Physical Education Pre-Service Teachers' self-confidence. In an another study, it was mentioned that new approaches to physical education teacher education can help promote self-confidence and self-perceived competence in beginning teachers (BARBER et al, 2020). According to Sum et al (2018), teachers' physical literacy and selfefficacy can be considered as the main factors of effective physical education teaching, which in turn, affects students' physical activity participation and physical literacy.…”

Section: Discussionmentioning

confidence: 99%

Uma comparação entre autoconfiança e inteligência cultural da educação física e candidatos a professores da educação em ciência e literatura

Üstün

Akdeniz

2021

RPGE

View full text Add to dashboard Cite

O presente estudo teve como objetivo analisar mutuamente a autoconfiança e a inteligência cultural de candidatos a professores de educação física e de ciências e literatura. O modelo de estudo transversal quantitativo foi usado no estudo e 320 candidatos a professores participaram voluntariamente. Os participantes foram escolhidos de acordo com o método de amostragem conveniente. Para a coleta de dados, foram utilizados a escala de autoconfiança (AKIN, 2007) e o inventário de inteligência cultural (İLHAN; ÇETIN, 2014). Nas análises das amostras independentes de dados foi utilizado o teste t e o controle de correlação parcial para a variável docente. Como resultado, o presente artigo mostrou que os candidatos a professores de educação física tinham maior autoconfiança e inteligência cultural metacognitiva do que os candidatos a professores de literatura. Por outro lado, os candidatos a professores de ciências e literatura apresentaram níveis mais elevados de inteligência cultural cognitiva e comportamental do que os candidatos a professores de educação física. Autoconfiança e inteligência cultural se correlacionaram.

show abstract

Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

Cited by 10 publications

References 37 publications

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

Multisource Analysis of Big Data Technology: Accessing Data Sources for Teacher Management of Sports Training Institutions

Uma comparação entre autoconfiança e inteligência cultural da educação física e candidatos a professores da educação em ciência e literatura

Contact Info

Product

Resources

About