Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

Autor/inn/en	Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.
Titel	Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 2, S.1-25, Artikel 1 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Attitudes; Physical Education; Secondary School Students; Teacher Student Relationship; Academic Achievement; Focus Groups; Semi Structured Interviews; Classification; Pedagogical Content Knowledge; Social Influences; Teacher Effectiveness; Secondary School Teachers; Faculty Development; Preservice Teachers; Foreign Countries; Physical Education Teachers; Qualitative Research; Educational Practices; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Körpererziehung; Sportunterricht; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Kompetenz; Sozialer Einfluss; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Qualitative Forschung; Bildungspraxis; Australien
Abstract	This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A social-ecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences identified were positive student-teacher relationships and student access to the teacher outside of class time. The emergent themes highlight the teacher perceptions of the key factors of effective teaching in this context. Professional learning opportunities to improve effectiveness of pre-service and in-service teachers of senior-secondary physical education are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01