Preservice teachers' belief systems toward curricular outcomes for physical education.

Autor/inn/en	Hodges Kulinna, Pamela; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta
Titel	Preservice teachers' belief systems toward curricular outcomes for physical education. Gefälligkeitsübersetzung: Das Wertesystem von Lehramtsstudenten bezüglich der Lernziele in den Sportlehrplänen.
Quelle	In: Research quarterly for exercise and sport, 81 (2010) 2, S. 189-198 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
Schlagwörter	Einstellung (Psy); Gewohnheit; Selbstbewusstsein; Lehrer; Lehrerausbildung; Soziale Kompetenz; Lernziel; Lehrplan; Bewegung (Motorische); Bewegungsaktivität; Fitness; Sport; Sportpädagogik; Sportunterricht; Student; USA
Abstract	This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N=486; men=62 percent, women=38 percent) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was.98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical "tensions" are discussed: the need to examine more fully the consistency of preservice teacher/teacher belief systems, and implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2011/3