Physical Education Teacher Educators' Curricular Beliefs

Autor/inn/en	Jung, J.; Yun, J.; Wegis, H. M.
Titel	Physical Education Teacher Educators' Curricular Beliefs
Quelle	In: International Journal of Kinesiology in Higher Education, 7 (2023) 2, S.130-143 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, J.) ORCID (Yun, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2022.2111285
Schlagwörter	Physical Education Teachers; Teacher Attitudes; Beliefs; Curriculum; College Faculty; Teacher Educators; Intention; Social Influences; Skill Development; Educational Resources; Physical Activity Level; Health Promotion; Self Efficacy + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Belief; Glaube; Curricula; Lehrplan; Rahmenplan; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sozialer Einfluss; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsmittel; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Self-efficacy; Selbstwirksamkeit
Abstract	Given the potential influence on preservice teachers' future teaching practices, it is important to understand physical education teacher education faculty's beliefs and intention in selecting physical education (PE) curriculum. However, it remains unclear what physical education teacher education faculty's beliefs about and intention toward two curricular priorities (i.e., health promotion and skill development) are. This study aimed to examine the physical education teacher education faculty's beliefs about and intention toward two curricular priorities of PE and to identify potential factors influencing their attitudes toward curriculum priorities. 141 faculty in the United States participated. Online and offline surveys were utilized to collect the faculty's beliefs, intentions, and demographic information. Descriptive statistics, ANOVA, MANOVA, and multiple regression analysis were used to analyze the data. The results revealed that faculty have more positive attitudes, receive more perceived social pressure, and have higher confidence toward a curriculum focusing on achieving skill development in PE rather than one focusing on health promotion, such as efforts to improve physical activity participation. Also, the results suggested that faculty have a higher intention to deliver a curriculum toward achieving skill development in PE over one delivering health promotion. The types of teaching resources might significantly influence faculty's attitudes on the curriculum taught in PE. Providing faculty with professional development opportunities is essential to supporting the call for public schools to help youth meet physical activity recommendations. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01