Positive Personality Traits As an Element of Creating the Image of a Physical Education Teacher

Zalech, Mirosław

doi:10.2478/v10131-011-0012-6

Cited by 4 publications

(8 citation statements)

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“…Sixteen different first authors published the 23 included studies, 15 thereof in the last 5 years. Ten studies could be allocated to the Middle East (including India) (Hosein Razavi et al, 2012; Demir, 2014, 2015a,b,c, 2016; Mantu and Montu, 2014; Arbabisarjou et al, 2016; Hassan et al, 2016; Maryam et al, 2017), eight to Eastern Europe (Brudnik, 2007, 2010; Zalech, 2011a, b; Szczepanski, 2012; Zalech and Rutkowska, 2014; Georgiev, 2016; Makhmutova et al, 2017), four to Western/Northern Europe (Brandl-Bredenbeck, 2006; Voll, 2006; Lauritsalo et al, 2015; Senn et al, 2017) and one to North America (García-Villanueva et al, 2017). All studies followed a cross-sectional study design.…”

Section: Resultsmentioning

confidence: 99%

“…The eleven studies in this category examine OSTs and students as members of the school community. The category can be divided into three thematically coherent groups: (1) Studies generally describing the PET’s personality ; (2) Studies obtaining attitudes of/opinions toward PET’s personality; (3) Studies describing “the ideal PET.” Three studies each can be assigned to group (1) (Zalech and Rutkowska, 2014; Lauritsalo et al, 2015; Senn et al, 2017) and (3) (Voll, 2006; Zalech, 2011a, b). Five studies belong to group (2) (Brandl-Bredenbeck, 2006; Szczepanski, 2012; Demir, 2015c, 2016; Georgiev, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Szczepanski (2012) also asks for opinions on the PET’s personality but compares PETs’ and OSTs’ views, explicitly speaking of image or identity and therefore being in line with trait theory. The authors in group (3) – Voll (2006) and Zalech (2011a, b) – explicitly ask for the ideal (or not ideal, Zalech, 2011a) PET and all follow a trait psychological approach of personality.…”

Section: Resultsmentioning

confidence: 99%

“…Zalech (2011b) detects understanding , fairness , patience , and sense of humor as the four most desired attributes of a PET. He does not find any differences regarding the students’ gender.…”

Section: Resultsmentioning

confidence: 99%

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Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

et al. 2019

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The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do, e.g., not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting, e.g., that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show, e.g., that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

et al. 2019

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“…Arbabisarjou et al (2015) destacaron el impacto que presenta esta característica del profesorado en el comportamiento de su alumnado, tratando de contribuir a un conocimiento más profundo de la EF. Reconocida la importancia de este rasgo en el profesorado de diversas asignaturas (Benekos, 2016) es necesario considerar esta cualidad como un elemento esencial en los planes de estudio de formación de profesorado de EF, con la intención de mejorar la calidad de la enseñanza (Zalech, 2011).…”

Section: Discussionunclassified

El buen profesor de Educación Física desde la concepción del alumnado universitario en Galicia

Villaverde-Caramés

Valeiro²,

Reboredo³

2017

Sportis Sci J

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Para citar este artículo utilice la siguiente referencia: Villaverde, E.J.; . El buen profesor de Educación Física desde la concepción del alumnado universitario en Galicia. Sportis Sci J, 3 (2),[286][287][288][289][290][291][292][293][294][295][296][297][298][299][300][301][302] ResumenUna de las metas de los centros escolares es promover un estilo de vida activo entre la juventud, siendo la Educación Física y su profesorado figuras esenciales. El objetivo ha sido conocer la concepción del alumnado universitario sobre lo que representa ser un buen profesor de Educación Física en enseñanza secundaria. La población se correspondió con el alumnado de las Universidades de A Coruña (UDC) y Vigo (UVigo) matriculado en 1º, 4º de Grado en Ciencias de la Actividad Física y el Deporte y en el Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas (Itinerario de Educación Física) en los cursos 2013-2014 o 2014-2015. La metodología fue descriptiva, utilizando como instrumento de recogida de información un cuestionario compuesto por 40 ítems organizados en las dimensiones de datos personales, caracterización biográfica y concepciones de la actividad profesional. Para la categorización de las respuestas obtenidas se constituyó un grupo de expertos y se estableció un razonamiento deductivo, desde la literatura existente; e inductivo, analizando las respuestas y experiencias obtenidas en el estudio piloto realizado. Los resultados mostraron que las categorías que mejor definían a un buen docente para el alumnado eran su actitud profesional, rasgos de la personalidad e intervención pedagógica. Como conclusión destacamos la similitud de resultados independientemente del momento (curso en el que está matriculado) en el que se encontraba el alumnado, lo que no permite garantizar que la formación inicial recibida cambie su concepción sobre lo que representa ser un buen docente. Palabras claveEducación Física; formación de profesores de Educación Física; programas de formación en educación.

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