Becoming a Primary Physical Educator

Autor/in	Randall, Vicky
Titel	Becoming a Primary Physical Educator
Quelle	In: Education 3-13, 48 (2020) 2, S.133-146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Randall, Vicky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1594330
Schlagwörter	Elementary School Teachers; Physical Education Teachers; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Self Efficacy; Teacher Competencies; Knowledge Level; Lesson Plans; Planning; Health; Physical Fitness; Athletics; Student Evaluation; Foreign Countries; Knowledge Base for Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Physical education; Physical training; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Wissensbasis; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Gesundheit; Leistungsfähigkeit; Leichtathletik; Schulnote; Studentische Bewertung; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Previous studies have reported that generalist primary teachers lack the confidence and competence to teach Physical Education (PE). In response, schools have outsourced PE to external providers. This paper examines data from an online survey of 175 pre-service teachers (PSTs) in England and their perceived confidence to teach primary PE. Findings showed PSTs had high levels of confidence across a breadth of knowledge areas, specifically in areas relating to lesson planning, health and fitness and the subject's aims. Conversely, knowledge confidence was lowest in swimming, assessment and working with external providers. This paper argues that to address teacher confidence in PE, teachers must be positioned back as the main curriculum deliverers. An outcome of this research has been the development of a professional knowledge model for primary PE which recognises a breadth of professional knowledge needed to become a primary physical educator. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01