Physical Education Teacher’s Opinion about Learners’ Personal Qualities as a Precondition of Pedagogical Interaction

Abstract

The article deals with the personal qualities of the tenth grade pupils which are perceived as the disturbances and the stimulus of educational interaction by physical education teachers in physical education classes.
 Research results have shown that all physical education teachers participating in the study (both men and women) are positive about three personal qualities of pupils: curiosity, self-confidence and initiative. According to the respondents, those qualities mentioned above help develop pedagogical interaction in physical education activities. Physical education teachers (women) distinguish the following less favorable personal qualities of pupils as anger, hypocrisy, revengefulness and avoidance of responsibility, whereas men more often indicate only one quality interfering with pedagogical interaction – poor physical health. In general, all physical education teachers agree about such pupils’ qualities as indifference and laziness as the sources of disturbances in the educational interaction. Besides, poor teaching / learning environment in physical education classes is one of the main reasons of unconstructive pedagogical interaction according to the respondents.

Do Physical Education Teachers’ Family Income Predict Their Social Communication and Perceived Working Environment?

“…Notably, more than one-third of the teachers had negative attitudes toward social communication in general. This finding is in line with the observations of Kardeliene and Kardelis (2006), who found that the linguistic behaviour of some physical education teachers was dominated by a hierarchical approach to communication. Specifically, the authors mentioned the teachers' occasional use of unsuitable expressions during physical education lessons, especially when the learner failed in some exercise.…”

“…An analysis of teachers' work environment characteristics highlighted educators' social communication as a critical element (Mazer et al, 2014). Some scholars have reported that the social communication attitudes of physical education teachers are dominated by conservativism (Kardeliene, Kardelis, 2006;Masiliauskas, 2011). Arguably, physical education teachers at schools are more likely to focus on the teaching subject than the personality of the learner.…”