The Impact of a Social Cognitive Theory-Based Intervention on Physical Education Teacher Self-Efficacy

Autor/inn/en	Martin, Jeffrey J.; McCaughtry, Nate; Kulinna, Pamela Hodges; Cothran, Donetta
Titel	The Impact of a Social Cognitive Theory-Based Intervention on Physical Education Teacher Self-Efficacy
Quelle	In: Professional Development in Education, 35 (2009) 4, S.511-529 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Social Cognition; Social Theories; Teaching Methods; Barriers; Elementary School Teachers; Experienced Teachers; Comparative Analysis; Program Effectiveness; Urban Schools; Physical Education; Intervention; Physical Activities; Self Efficacy; Adolescents; Interaction; Effect Size; Physical Education Teachers; Beginning Teachers; Faculty Development; Health Promotion; Low Income Groups; Workshops + Suchen Sie Ihr Suchwort? Soziale Kognition; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Körpererziehung; Sportunterricht; Self-efficacy; Selbstwirksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interaktion; Physical education; Physical training; Sportlehrer; Junior teacher; Junglehrer; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lernwerkstatt; Schulung
Abstract	Adolescents are physically inactive and non-Caucasian adolescents achieve the least amount of physical activity. Hence, supporting teachers' efforts to increase their students' physical activity during physical education is important. We examined the influence of a social cognitive theory-based intervention on teachers' efficacy to teach physically active physical education lessons (i.e. Exemplary Physical Education Curriculum [EPEC] efficacy) and efficacy to overcome common barriers (i.e. barrier efficacy) to teaching physically active lessons. Forty-seven elementary physical education teachers from a large inner-city school district in the USA participated. We paired experienced teachers (n = 15) with novice teachers (n = 15) while learning how to teach a physical activity curriculum and compared them with a group of teachers (n = 17) who received no intervention. We hypothesized that the intervention teachers, relative to the comparison group, would improve in their efficacy to teach the EPEC and overcome barriers. All 47 teachers completed EPEC and barrier efficacy scales pre and post intervention. Analyses indicated a variety of significant main and interaction effects with mean scores in the expected directions. Both groups of intervention teachers improved their efficacy to teach the EPEC and their efficacy to overcome barriers. The comparison teachers' efficacy remained stable or decreased. In general the significant results, combined with meaningful effect sizes, supported the effectiveness of our intervention and the importance of professional development training in a physical activity curriculum on teacher's efficacy. (Contains 1 note and 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10