A Study of How Teachers' Beliefs Affect the Experiences and Professional Development of Physical Education Teachers: Composition and Function of Their Image of What a Teacher is and Vocational Beliefs*

Work beliefs and experiential learning among proficient physical therapists in Japan: developing a method to support belief formation

“…Similar to PTs, public health physicians also engage in medical service, and their beliefs can be characterized as either self-related (Group II) or patient-related (Group III), as well as social and organizational relatedness. The beliefs of physical education teachers 7) , who engage in educational service, are self-actualizing (Group II) and student-oriented (Group III) and are characterized by self-righteousness and open-mindedness (such as openness to new information) and closed-mindedness (such as performing duties without hesitation). Both healthcare and education, which are interpersonal services, are selfactualizing (Group II) and customer-focused (Group III).…”

“…Further, work beliefs play a role in enhancing experiential learning capacity and maintaining long-term experiential learning among professionals 6) . However, work beliefs also have the potential to stall growth, as they can function as both positive and negative signifiers, metaphorically referred to as "lenses that refract our worldview" 3,7) . A study on physical education teachers' growth and beliefs 7) revealed that beliefs change during the proficiency process and influence job content and performance; however, the content of work beliefs in each profession, how they work, the transformation process, and their relationship to job performance remain unclear.…”

“…However, work beliefs also have the potential to stall growth, as they can function as both positive and negative signifiers, metaphorically referred to as "lenses that refract our worldview" 3,7) . A study on physical education teachers' growth and beliefs 7) revealed that beliefs change during the proficiency process and influence job content and performance; however, the content of work beliefs in each profession, how they work, the transformation process, and their relationship to job performance remain unclear. In recent years, research has elucidated the content of work beliefs for professionals in Japan who are considered successful or skilled [6][7][8][9] .…”

“…A study on physical education teachers' growth and beliefs 7) revealed that beliefs change during the proficiency process and influence job content and performance; however, the content of work beliefs in each profession, how they work, the transformation process, and their relationship to job performance remain unclear. In recent years, research has elucidated the content of work beliefs for professionals in Japan who are considered successful or skilled [6][7][8][9] . Furthermore, it is believed that there are universal parts of work beliefs that transcend occupational differences, and there are specific parts that are specific to each occupation 6) .…”

“…A survey of public health physicians 8) elucidated four beliefs as follows: (1) "patient-related", which is related to primary care, (2) "society-related", which is related to the desire to solve fundamental social problems, (3) "organization-related", which is related to network orientation, and (4) "self-related", which is related to the desire to try something new and continue learning. Furthermore, a survey of physical education teachers 7) highlighted the following five types of beliefs: (1) "self-actualizing", (2) "student-oriented", ( 3) "open-minded", (4) "self-righteous", and (5) "closed-minded". In a survey of care workers and licensed practical nurses 9) , two beliefs were identified as follows: (1) "orientation toward improving one's own competence" and (2) "orientation toward the care recipient".…”