Factors That Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers' Practices in Physical Education: A Qualitative Study

Autor/inn/en	Truelove, Stephanie; Bruijns, Brianne A.; Johnson, Andrew M.; Burke, Shauna M.; Tucker, Patricia
Titel	Factors That Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers' Practices in Physical Education: A Qualitative Study
Quelle	In: Canadian Journal of Education, 44 (2021) 1, S.202-231 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Foreign Countries; Physical Education; General Education; Physical Education Teachers; Elementary School Teachers; Teacher Attitudes; Barriers; Self Efficacy; Time; Educational Facilities; Equipment; Knowledge Level; Teacher Education; Specialists; Faculty Development; Technology Uses in Education; Beliefs; Canada + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Zeit; Bildungsstätte; Wissensbasis; Lehrerausbildung; Lehrerbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Belief; Glaube; Kanada
Abstract	Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers' self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01