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The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers

As a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport

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Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education

Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education

Secondary school can serve as a time for youth to prepare themselves for the ‘real world’, and physical education can play an important role in this preparation. Yet in the past, secondary school physical education has not been very effective in preparing youth for life after secondary school. One area to help improve secondary school physical education is in the preparation of pre-service physical education teachers. It is during the preparation of pre-service physical education teachers that they will be taught and trained regarding appropriate instructional practices in secondary school physical education. The National Association of Sport and Physical Education created a document regarding appropriate educational practices in secondary school physical education. For this study, a survey was adapted from the National Association of Sport and Physical Education appropriate instructional practice document. Three hundred and thirteen pre-service physical education teachers from seven institutions of higher education throughout the United States were surveyed regarding their knowledge of appropriate instructional practices in secondary school physical education. It was found that pre-service physical education teachers inappropriately answered six of the 18 survey statements (33%) regarding appropriate instructional practices in secondary school physical education. When pre-service physical education teachers graduate and expose secondary school pupils to appropriate practices, there is a better chance the pupils will be prepared for the ‘real world’.

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Burned Out Or Just Frustrated? Reasons Why Physical Education Teachers Leave Their Profession

References Babbie, E. (2001). The Practice of Social Research. Belmont: Wadsworth/Thomson Learning. Cieśliński, R. (2005). Socio-professional situation of physical education teachers. Warszawa: AWF. Kazimierowicz, M. (2012). Professional burnout of teachers - fiction or reality? Nowa Szkoła, 10, 26-31. Krawczyk, Z. (1978). Graduates of universities of physical education. Social study of the profession. Warszawa: AWF. Litzke, S.M. & Schuh H. (2005). Stress, Mobbing und Burn-out am

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Job Satisfaction of a Physical Education Teacher as Seen by School Community

-1073. Ehsani, M. (2010). The Relationship of Management Style and Job Satisfaction among PE Teachers, Physical Culture and Sport. Studies and Research , 48(1), 71-83. DOI: 10.2478/v10141-010-0008-y Gold, R.R., Petrella, J., Angel, J., Ennis, L.S., & Woolley, T.W. (2012). The qualities of physical education teachers based upon students’ perception of physical appearance, Journal of Instructional Psychology , 39(2), 92-104. Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers, Journal of School Psychology , 43, 495

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Forming Physical Education Teachers’ Pedagogical Mastery in the Context of Native and Foreign Scholars’ Views

, Харківський національний педагогічний університет імені Г. С. Сковороди, 235 p. (in Ukrainian). 15. Маслікова, І. (2005). Моніторингова система освітнього менеджменту [Monitoring System of Education Management]. Харків : Основа, 144 p. (in Ukrainian). 16. Онопрієнко, О. В. (2009). Формування базових компетентностей майбутнього вчителя фізичної культури у процесі вивчення фахових дисциплін [Forming of Future Physical Education Teachers’ Basic Competencies in the Process of Studying Professioanal Subjects]. Thesis for PhD. Черкаси, Черкаський національний

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Activities of Physical Education Teachers in the Process of Forming Motor Skills of the Students

References Srokosz, W. (1993). Psycho-social conditions of class activities of the physical education teacher. In Toward identity of physical culture pedagogy (pp. 73-76). Warsaw: PTNKF. [in Polish] Osiński, W. (2003). Anthropomotorics. Poznań: AWF Poznań. [in Polish] Poplucz, J. (1978). Organization of Teacher's. Warsaw. [in Polish] Strzyżewski, S. (1996). Process of Teaching and Education in Physical Culture. Warsaw: Wydawnictwa Szkolne i

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Elimination of Negative Character Features as an Element of Building a Positive Image of Physical Education Teacher

. Warszawa: Wydawnictwa Szkolne i Pedagogiczne. [in Polish] Turhan, M. (2010). Social justice perceptions of teacher candidates. Educ. Res. Rev. 5(11), 668-673. Cieśliń.ski, R. (1991). Preparation for the Profession and Social Position of Physical Education Teachers. Warszawa: AWF Warszawa. [in Polish] Poleszak, W. & Bogucki J. (2000). Personality features of selected groups of teachers in view of psychological analysis. Edukacja, Studia, Badania, Innowacje 1, 30-43. [in Polish

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The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience

. (2008). Osobennosti sistemy hosudarstvennogo upravleniya fizicheskoi kulturoi i sportom v KNR. Slobozhanskyi naukovo-sportyvnyi visnyk, 4, 217–221. 8. Maurer, M. R., & Jordan, P. J. (2006). Steps to successful physical education. Teacher education workshop: physical educator , 63 (1), 53–56. 9. Pavliuk, O. S., Chopyk, T. V., Antoniuk, O. V., Pavliuk, Ye. O., Soltyk, O. O., & Biliński, J. (2017). Pedagogical technology of physical education teachers’ professional self-improvement. Science and education , 4, 101–106. 10. UK Government. (2012

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Physical Education Teachers′ Action Research on Teaching Games for Understanding

References Ballard, K. K. (2006). Using van Manen’s model to assess levels of reflectivity among preservice physical education teachers. Doctoral dissertation, Texas A&M University. Blomqvist, M., Vänttinen, T., & Luhtanen, P. (2005). Assessment of secondary school students' decision-making and game-play ability in soccer. Physical Education and Sport Pedagogy, 10(2), 107-119. Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education, 10, 9

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Communication Strategies Used by Physical Education Teachers and Coaches in Residential Schools for the Deaf in the U.S.

hearing. Journal of Physical Education, Recreation et Dance, 80, 38-42, 49. 36. ZACCAGNINI, K.J., 2005. How physical education teacher education majors should be prepared to teach students with hearing loss: A national needs assessment. American Annals of the Deaf, 150, 273-282.

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