Student’s perceptions of competence for teaching physical education and its development over the course of one year in teacher education

ATEE Conference 2010Øyvind Bjerke

P.E DepartmentSør-Trøndelag University College

Norway

Background

• Based on the Bologna process, all qualifications, descriptions and structures in higher education should be written as learning outcomes

• From teacher centred education student centred education• Based on this change, how does this influence the student

physical education teachers perception of their qualifications

Theory

• Shulman (1986) has identified 7 knowledge bases, which forms the minimum knowledge for teaching:1. Content knowledge 2. General pedagogical knowledge3. Curriculum knowledge4. Pedagogical content knowledge5. Knowledge of learners and their characteristics6. Knowledge of educational contexts7. Knowledge of educational ends, purposes, values and

philosophical and historical influences.• To what extent do student physical education teacher develop

content knowledge and pedagogical knowledge in physical education during one year taking 30 ECTS in physical education?

Method

• Questionnaire• Physical education, the first course in the subject• 30 ECTS• Start, N=37 • Completed, N = 32 • SPSS

40 weeks

Questionnaire 1 Questionnaire 2

springautumn

Method; questions

• Background– Gender, age, level of physical activity etc.

• ”To what extent do you feel competent to teach the following competence aim? :”– All the competence aims from National curriculum in physical

education (e.g.: dance simple dances from different cultures)

– Index

• Knowledge– E.g.: ”I do know the teaching principles in physical education”

Results

• N = 37, 17 men (25,6 år), 20 women (22,7)• N = 32, 15 men (23,9), 17 women (23,6)• Scale: 1- 5

– 1 = I do not know at all– 5 = at a very large extent

• Made indexes in the following topics:– Basic skills– Dancing– Orienteering– Ball-activities– Outdoor activities– Health

Results: Who are student physical education teachers at Sør-Trøndelag University College?

• 32, 4 % participate in organised activities• Among these; 42% 1-4 hours pr week, 33% 5-9 hours pr week• All the students have been perticipating in organised sports (30%

1-4 h/week, 54,5% 5-9 h/week)• 75,7% have been teaching less than 10 hours with P.E before

they started this course

• Experience as trainers?• 43,2% have no experience• 27% have been a trainer for one year or longer.

Perceived level of competenceMen vs women

Man autumn

Women autumn

Skiing Training principles

Life saving Swimming Health

Perceived level of competence Development through 40 weeksMen vs women

Skiing Training principles

Swimming Health

Man autumnMan spring

Women autumnWoman spring

Life saving

Dance Outdoor activities

Orienteering Basic skills

Man autumnMan spring

Women autumnWoman spring

Perceived level of competence - ”didactical” topicsAutumn - spring

Man autumnMan spring

Women autumnWoman spring

Teaching methods

Principles Difference method - principles

Org. indoor act.

Org. outdoor act.

Discussion:

• ” Training” works!• Women are under-rating?• Perceived level of competence increases at the most for

women – why?• Self-confidence important for mastering teaching activity. • Important knowledge when giving priority to teaching content in

physical education