Changes in teaching efficacy of pre-service teachers in physical education

Abstract

Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and 'learners' active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program. Participants and data collection: Two hundred and three pre-service teachers enrolled in second, third, and fourth year of a teacher education program (N ¼ 53, 95, and 55 respectively) filled out questionnaires that examined their general teaching efficacy (GTE) and physical education teaching efficacy (PETE) in the beginning and at the end of one academic school year. Data analysis: A MANOVA test was performed to explore the differences among three groups of students in the questionnaire factors. In order to examine whether one year of teacher education has an influence on the teaching efficacy of STs, t-tests were conducted. Findings: Teaching efficacy of STs significantly increased along one year of college education for all participants in all of the questionnaire factors. Conclusions: This study presents a comprehensive new instrument for evaluating PE teachers' efficacy. Based on the data, the teacher education program provided STs with sufficient knowledge, competencies, and practicum to enhance the teaching efficacy needed for actual teaching. Practical implications suggest evaluating the program in order to eliminate its weaknesses and preserve its strengths. For example, the longer the STs' experience was, the greater was their efficacy. Therefore, extending field experience and including sport and movement classes that emphasize the practice of teaching methods, are vital for teacher education programs intended to produce qualified and confident graduates.

Fontes De Autoeficácia Docente De Universitários De Educação Física

“…De fato, cabe aos programas de formação inicial promover estratégias diversificadas que enfatizem a prática do ensino de professores em formação e ao longo da carreira 9,18,19 , em especial, práticas controladas que possam garantir alguma eficácia aos professores 31 , favorecendo a ampliação e a memorização de repertórios pessoais de êxitos sobre o ensino.…”

“…Assim, cabe aos professores supervisores ou orientadores de estágio a mediação entre a teoria e a prática, de modo a facilitar o aprendizado dos universitários 17 . No âmbito da Educação Física, estudos recentes têm buscado investigar as crenças de autoeficácia de universitários em Educação Física 18 ; avaliar a eficácia no ensino de universitários ao longo da formação inicial para determinar se sofre alguma alteração durante os anos de formação 19 ; determinar o nível de autoeficácia entre os alunos que estudam desporto e Educação Física para ensinar os alunos com deficiência intelectual 20 ; medir e analisar a autoeficácia e suas origens para o ensino da Educação Física 21 ; identificar as relações do constructo da autoeficácia com os aspectos da formação inicial 22 ; e compreender como se constituem as crenças de autoeficácia para o ensino da Educação Física 5 . Embora se verifique um incremento importante nos estudos sobre a temática da autoeficácia, acredita-se que a realização de estudos que adotem procedimentos de pesquisa qualitativa, de caráter indutivo, possa contribuir para a obtenção de informações mais detalhadas e aprofundadas a respeito da percepção dos sujeitos, servindo para identificar itinerários pessoais de aprendizagem, muito úteis para um processo de avaliação e reestruturação pedagógica e curricular, na formação do professor.…”

Self-efficacy: Its Effects on Physical Education Teacher Candidates’ Attitudes toward the Teaching Profession

“…In a similar study on PE teacher candidates made by Zach et al (2012), all scores related to professional competence in the field of teaching, in general, and in PE teaching, in particular, were observed to increase after the third year of license education. Moreover, it was emphasized that while teacher education programs alone cannot increase teaching competence in one year, the education to be received in the first three years can increase teaching competence.…”

“…Moreover, both PE teachers' insufficient knowledge and underdeveloped teaching skills are reported to affect their willingness to teach (Martin et al, 2008;Siedentop 2002;Tsangaridou 2002). Another striking point regarding the self-efficacy studies conducted in the PE field is the fact that most studies in the literature have concentrated on experienced teachers and that there have only been a limited number of studies conducted on teacher candidates' self-efficacy levels and perceptions (Zach, Harari, & Harari, 2012).…”

Preservice Generalist Teachers Enlightened Approach to Teaching Physical Education through Teacher Biography

“…According to Zach, Harari and Harari (2012), PST's efficacy beliefs have not been widely considered. However, these authors also reported that a study by Gurvitch and Metzler (2009) found that practicum experience and teacher education programs also have an important effect on establishing PST efficacy beliefs.…”