Work

Exploration of the Longitudinal Development of Physical Education Teacher Efficacy: Understanding the Key Influences Impacting Preservice Teachers

Year: 2024

Type: article

Abstract: Purpose: The purpose of this study is to investigate the longitudinal development of physical education (PE) teacher efficacy (TE) of preservice teachers. Method: Participants included 287 preservice teachers from six U.K. higher education institutions. Data were collected over 3 years using an online questionnaire that included a validated PE teaching efficacy scale with the same preservice teachers. Primary analysis included a one-way analysis of variance to examine variances across institutions, gender, and time, followed by four multilevel linear regression models using MLwiN. Results: No significant mean score differences were found in PE TE between entry point and program completion, F(5, 282) = 1.29, p = .268; F(5, 283) = 0.66, p = .65. Yet, significant differences in PE TE concerning gender, teaching, coaching, and voluntary experiences were found at the intralevel (p < .01). Discussion: The professionalization phase did not lead to significant advancements in PE TE. Findings support the necessity of a PE efficacy development model during professionalization.

Source: Journal of Teaching in Physical Education

DOI: 10.1123/jtpe.2024-0006

Authors: Ceri Magill, Colum Cronin, Remco Polman, James Rudd

Institutions: Liverpool John Moores University, Federation University, Norwegian School of Sport Sciences

Language: English

Topic: Physical Education and Pedagogy

Subfield: Physical Therapy, Sports Therapy and Rehabilitation

Field: Health Professions

Domain: Health Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W4404299847