Are Pre-Service Teachers' Beliefs toward Curricular Outcomes Challenged by Teaching Methods Modules and School Placement? Evidence from Three Greek Physical Education Faculties

Autor/inn/en	Adamakis, Manolis; Dania, Aspasia
Titel	Are Pre-Service Teachers' Beliefs toward Curricular Outcomes Challenged by Teaching Methods Modules and School Placement? Evidence from Three Greek Physical Education Faculties
Quelle	In: European Physical Education Review, 26 (2020) 4, S.729-746 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adamakis, Manolis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X19880574
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Student Attitudes; Physical Education; Physical Education Teachers; Physical Activities; Teaching Methods; Classification; Undergraduate Students; Team Sports; Educational Objectives; Outcomes of Education; Student Placement; Student Teaching; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Mannschaftssport; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Ausland; Griechenland
Abstract	Current research on physical education teacher education (PETE) has shown that pre-service teachers' beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers' teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers' belief systems towards four important curricular outcomes. A total of 373 undergraduate pre-service teachers (238 males, 135 females; mean = 21.02, standard deviation = 2.33 years) from three major Greek faculties of PE and sport science twice completed a previously validated four-factor instrument. The results indicated that pre-service teachers shared some similar beliefs about the outcome goals of PE, as they all classified physical activity and fitness as the most important one. The teaching methods modules had a positive impact on their beliefs, which were reinforced; however, their classification did not change over time. Both teaching- and coaching-oriented pre-service teachers classified the curricular outcomes in an identical way. Data suggested that PETE recruits prioritized the fitness learning outcomes, and this was in alignment with utilitarian approaches proposed recently in PE, which forward measurable PE learning outcomes. Also, participants preferred to hold and reinforce their personal belief structures and were not willing to change them, complying with faculty staff dispositions. Implications of these findings and recommendations for more effective school placement experiences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01