Teaching Skills Assessment in Initial Teacher Training in Physical Education

Aparicio-Herguedas, José Luis; Rodríguez‐Medina, Jairo; González‐Hernández, Juan Carlos; Fraile-Aranda, Antonio

doi:10.3390/su12229668

Cited by 14 publications

(13 citation statements)

References 48 publications

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“…Evidence from the findings reveals the development of different pedagogical competencies by preservice teachers during their university education. This is consistent in literature, as exemplified in a study that explored the teaching skills assessment in teacher training in Physical Education (Aparicio-Herguedas et al, 2020). The study reported the development of skills in managing the teaching and learning process in Physical Education (Aparicio-Herguedas et al, 2020).…”

Section: Pedagogical Skills and Self-confidencesupporting

confidence: 79%

“…This is consistent in literature, as exemplified in a study that explored the teaching skills assessment in teacher training in Physical Education (Aparicio-Herguedas et al, 2020). The study reported the development of skills in managing the teaching and learning process in Physical Education (Aparicio-Herguedas et al, 2020). The study also highlighted preparation in the aspect of lesson planning, choice and use of relevant teaching aids as benefits gained from initial theoretical lessons.…”

Section: Pedagogical Skills and Self-confidencesupporting

confidence: 74%

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Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

2022

IJSSES

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This study explored perspectives on teacher education programme preparation of preservice educators at a University in South Africa. The purpose was to explore the perspectives of B.Ed Honours preservice teachers on how their programme at the university prepared them for the teaching profession. Positioned in the interpretivist paradigm, the study adopted a qualitative approach with a case study design through which data was generated using semi-structured interviews from 16 B. Ed. Honours preservice teachers who were purposively selected to form the sample. Thematic method was employed to analyse the data generated. The results revealed that B. Ed Honours preservice teachers whilst in their university programme acquired pedagogical competencies which also includes classroom management, problem-solving skills, inclusive education strategies as well as interpersonal relations and teacher professionalism. The study also revealed that preservice teachers had challenges with the implementation due to disparity between knowledge acquired at the university and what was expected on the field. From the findings, the study concludes that preservice teachers received some level of preparation from their university that assisted them in navigating the teaching practicum exercise. Thus, it is recommended that the training institutions partner with schools to ensure proper posting of preservice teachers as well as review their programmes to ensure alignment between theory and practice.

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Section: Pedagogical Skills and Self-confidencesupporting

confidence: 79%

Section: Pedagogical Skills and Self-confidencesupporting

confidence: 74%

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

2022

IJSSES

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“…Regarding the first question, 76.5% denied being prepared to deal with the diversity of their students’ educational needs. In this way, one study performed with PE teachers [ 53 ] showed that initial preparation was insufficient to develop the competencies related to inclusive education. Concerning the responses to the second question, 71.5% claimed to have been prepared through ongoing preparation to face diversity.…”

Section: Discussionmentioning

confidence: 99%

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education

et al. 2022

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The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.

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“…Competency-based evaluation provides a comprehensive evaluation to inclusive students, which is obtained from the results of (1) Integrated learning scores; (2) consideration of student needs; (3) assessment recording system, (4) competency check that has been exceeded (Aparicio-Herguedas et al, 2020).…”

Section: Figure 2 Ois Components Frameworkmentioning

confidence: 99%

Online Inclusive School: A Technological Breakthrough in Inclusive Education During the Covid-19 Period

Nurdyansyah

Arifin²,

Astutik³

et al. 2022

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This research aims to develop an inclusive online school (OIS) to overcome the problem of the low learning competence of inclusive students, especially during the Covid-19 pandemic. The research method used the ADDIE model with the following steps: analyze, design, development, implementation, and evaluation to develop OIS in prototypes and learning steps. Research participants included students at the elementary school level in Indonesia. The instruments used in data collection are validation sheets and student learning competency tests. The data analysis technique used in this study is SPSS version 22.0 (IBM Corp. Released 2016) with a significance level of 0.05 with a paired sample t-test with p-value or sig. (2-tailed). The study results showed that OIS and its learning steps were feasible and appropriate to facilitate the learning competencies of inclusive students during the pandemic. The learning competence of inclusive students also increased significantly after the implementation of OIS. This research implies that OIS tools can be a technology-based breakthrough in inclusive education, focusing on limited classroom practice.

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Teaching Skills Assessment in Initial Teacher Training in Physical Education

Cited by 14 publications

References 48 publications

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education

Online Inclusive School: A Technological Breakthrough in Inclusive Education During the Covid-19 Period

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