Professional development experiences of physical education teachers in Botswana: epistemological implications

Shehu, Jimoh

doi:10.1080/13664530903335608

Cited by 13 publications

(7 citation statements)

References 49 publications

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“…Moderate compliance perhaps could be explained by the way the Tanzanian society as whole looks at PE and sport. Shehu (2009), for example, notes the way PE is viewed as a nonintellectual and non-academic subject because its pedagogies embody physical activities and outdoor pursuit. This could make PE teachers' role to the community to be seen as periphery.…”

Section: Perception Of Students On Pe Teachers' Compliance With the Pmentioning

confidence: 99%

Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania

Mabagala

2016

AJOTE

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The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competititons and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programmes in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.

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Section: Perception Of Students On Pe Teachers' Compliance With the Pmentioning

confidence: 99%

Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania

Mabagala

2016

AJOTE

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“…The picture of the nature and the quality of PE teachers' career-long professional learning (continuous professional development) is rather obscure Yelling, 2004, 2007;Ward and Doutis, 1999). However, it seems that the impact of professional development efforts on PE teachers' identity, empowerment and sense of efficacy can be supported (Martin et al, 2008(Martin et al, , 2009Shehu, 2009). Most professional development opportunities for PE teachers take the form of attendance at conferences, workshops, regional offices of education activities, university classes, newsletters and journal articles (Cluphf, 2007).…”

Section: Esteemmentioning

confidence: 99%

Physical education teachers’ professionalization: A review of occupational power and professional control

Kougioumtzis

Patriksson

Stråhlman

2011

European Physical Education Review

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This article reviews research on physical education (PE) teachers’ professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical frames. Despite limitations connected mainly to cross-country generalization issues, some major tendencies can be described. In relation to prestige there is a shortage of qualified personnel, while portraying status, signs of marginalization and isolation at schools can be showed. Depicting esteem, PE teachers’ own perceptions are rather positive, while pupils, colleagues and parents show some mistrust. Focusing on constitutional frames, PE teachers’ role in curriculum implementation is complex. The impact of organizational frames is obvious as available teaching time for PE is eroded. The issue of physical frames is serious as a gap exists between curriculum and facilities, equipment as well as available educational material.

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“…There is a big disparity between policy and implementation of PE in primary schools (UNESCO, 2014; Wanyama, 2011) because headteachers include it on the timetable only to satisfy school inspectors (Chapell, 2001). Hardman (2008) and Shehu (2009) reported lack of facilities and equipment, as well as insufficient time allocation for the teaching of PE in many countries in Africa. The lack of an assessment system is one of the major impediments in the delivery of PE in primary schools (Dwyer et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Sofo

Asola

Thompson

2021

International Journal of Educational Technology and Learning

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Primary school teachers in Ghana are non-specialists but are required to teach physical education (PE) in addition to the regular subjects taught in primary classrooms (CS). Using a Self-Determination Theory, this study examined classroom teacher trainees' (TT) perceived competence and intrinsic motivation in learning to teach PE. In addition, the study compared TTs' competence and motivation in PE and CS. Participants included a purposive sample of 190 from two colleges of education in Ghana. They completed modified forms of the Perceived Competence Scale (PCS) and the Intrinsic Motivation (IM) subscale of the Perceived Locus of Causality once. Descriptive statistics showed most TTs had moderate to high levels of competence and intrinsic motivation both in PE and CS. Independent Samples t-Test and One-Way ANOVA analyses indicated significant gender and grade level differences for PCS in PE. A Paired-Samples t-Test analysis indicated TTs' PCS mean score was significantly higher in CS than that in PE. However, TTs' motivation in PE and CS were similar. The classroom teacher trainees in this study perceived themselves to be less competent in PE than in non-PE contents (CS), even though their levels of motivation to learn to teach in both contexts were similar. This is consistent with extant literature that teachers in Ghanaian primary schools are not adequately prepared to teach PE. The development of children's PE programs in the country's teacher education institutions is warranted.

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Professional development experiences of physical education teachers in Botswana: epistemological implications

Cited by 13 publications

References 49 publications

Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania

Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania

Physical education teachers’ professionalization: A review of occupational power and professional control

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

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