Teaching efficacy beliefs of national board certified physical educators

Woods, Amelia Mays; Rhoades, Jesse Lee

doi:10.1080/13540602.2013.827360

Cited by 7 publications

(7 citation statements)

References 36 publications

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“…In comparison, self-efficacy has been found to be a more effective predictor of performance than perceived behavioral control (Bandura, 1997), explains more variation in intention and behavior than the theory of planned behavior (Woods & Rhoades, 2013), and has a both a direct and an indirect impact on behavior (Armitage & Conner, 2001;Bandura, 1997). In addition, self-efficacy theory has both predictive and operative power, which Bandura (1997) states "has greater utility than one that is limited mainly to prediction" (p. 286), such as the theory of planned behavior.…”

Section: Theory Of Planned Behaviormentioning

confidence: 98%

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Taliaferro

Hammond

Wyant

2015

Adapted Physical Activity Quarterly

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The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators' self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

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Section: Theory Of Planned Behaviormentioning

confidence: 98%

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Taliaferro

Hammond

Wyant

2015

Adapted Physical Activity Quarterly

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“…Previous research has indicated that NBCTs perceive their workplace as being more collegial and collaborative (Dagen et al, 2017) and they are also more likely to take on leadership responsibilities and mentor other teachers (Rhoades and Woods, 2012). These interactions, and increased professional confidence brought through certification (Woods and Rhoades, 2013), likely support NBCTs’ development of strong connections in their schools, which may explain lower perceived isolation.…”

Section: Discussionmentioning

confidence: 99%

“…Rhoades and Woods (2012) found that physical education NBCTs impacted student achievement through the development of positive learning environments and the use of effective task presentations. Subsequent research demonstrated that physical education NBCTs also reported enhanced self-efficacy and teaching confidence (Woods and Rhoades, 2013). Gaudreault and Woods (2012a, 2012b) add that certification improved teachers’ confidence and credibility while reducing feelings of marginality.…”

Section: Nbc In Physical Educationmentioning

confidence: 99%

Workplace experiences of physical educators with and without National Board Certification

Richards

Woods

Wei

et al. 2021

European Physical Education Review

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Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct comparisons between the perceived workplace experiences of physical education NBCTs and non-NBCTs have not yet been made. The purpose of the current investigation was to examine the workplace experiences of physical education NBCTs and non-NBCTs while accounting for teaching level. A recruitment email was sent to 500 physical education NBCTs and 420 physical education non-NBCTs. Using a case–control design, 74 NBCTs were selected and matched with 74 non-NBCTs. A 2 × 2 factorial MANCOVA test, a univariate ANCOVA test, and an independent-samples t-test were used in data analysis. Results indicated that the main effect for NBCT status was significant. Specifically, NBCTs felt less isolated than their non-NBCTs counterparts. NBCTs generally perceived that they mattered more than non-NBCTs, especially at the secondary level. Additionally, teachers with NBCT certification reported higher levels of role conflict and role overload than those participants without NBCT status. This study highlights important connections between NBCT status and teachers’ workplace experiences that both relate to and extend previous research. Future scholars should consider seeking to understand the mechanisms that underlie reported differences between NBCTs and non-NBCTs.

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“…SE is an effective predictor of performance (Bandura, 1991) and has either a direct or indirect influence on teachers' behavior (Woods and Rhoades, 2013). Bandura (1991, p. 257) defined SE as "people's beliefs about their capability to exercise control over their level of functioning and over events that affect their lives. "…”

Section: Introductionmentioning

confidence: 99%

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Roldán

Reina

2021

Front. Psychol.

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Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic (n = 86) and pandemic (n = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale (p < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.

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Teaching efficacy beliefs of national board certified physical educators

Cited by 7 publications

References 36 publications

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Workplace experiences of physical educators with and without National Board Certification

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

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