Continuing education of physical education teachers and self-assessment of the teaching domain

Abstract

-Aims: to diagnose continuing education initiatives and training needs of physical education teachers. The frequency, limitations and alternatives to continuing education were characterized and self-assessment areas of knowledge essential to teaching were analyzed. Methods: Data were obtained from 18 beginning teachers, using the Professional Career Characterization Questionnaire, an inventory of needs and characterization of continuing training and self-assessment of skills in areas of knowledge essential to teaching. Qualitative data were systematized and quantitative data analyzed by descriptive statistics. Results: Teachers performed 78 continuing training activities over the last four years, 43 in the technical area of physical education and 28 in school-based Physical Education. The most attended subjects were short-duration and graduate courses. The main limitations identified were the financial and time constraints to training. Self-assessment of the teaching areas was deemed to be sufficient, indicating a margin for new learning. Conclusion: The teachers showed commitment to their training, with a focus on teaching and awareness of its importance in professional development.

A pedagógusok szakmai továbbképzési rendszerének összehasonlító vizsgálata Magyarországon és Szlovákiában

“…Az egész életen át tartó tanulás és a pedagógusok szakmai fejlődésének vizsgá latával a képzés különböző szintjein számos szakember foglalkozott (Glenn 1997;Wilson -Hayes 2009;Portilho -Medina, 2016;Anacleto -Ferreira -Januário -Santos 2017;FernándezRivas -EspadaMateos 2019), akiknek abban meg egyezett a véleménye, hogy a társadalom igénye egy magasan és jól képzett, el kötelezett és hatékony pedagógusra soha nem volt sürgetőbb, mint napjainkban. Ugyanakkor nyilvánvaló, hogy az élethosszig tartó tanulás (LLL) jelenleg egy inten zíven zajló politikai vita középpontjában áll (Finsterwaldová et al 2013).…”