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Physical education pre-service teachers’ perceptions of the subject and profession: development during the professional socialization
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (English)In: Book of Abstracts AIESEP World Congress 2018: Creating Thriving and Sustainable Futures, Edinburgh: The University of Edinburgh , 2018, p. 148-148Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

Studies using occupational socialization theory is inconclusive in relation to the impact of PETE on PSTs’ beliefs and perceptions of their future profession. Some studies indicate that PETE only have limited, if any, effect (cf. Adamakis & Zounhia, 2016), while other studies have found that PETE can successfully challenge PSTs’ beliefs (cf. Richards et al., 2014). Influenced by occupational socialization theory, the objective of this study was to investigate the development of PSTs’ perceptions of the aim of PE and their future profession as PE teachers during PETE.

Methods

This study used web-surveys answered by PSTs’ at the beginning and end of a 5.5 year PETE program at a Swedish university. In total, 179 PSTs (105 men, 74 women) responded during their enrollment between 2005 and 2012, and 68 (41 men, 27 women) after completing the program between 2010 and 2017. This study focused on the questions addressing the PSTs’ beliefs and perceptions of PE and PE teachers.

Findings

Unlike most studies, this study show that PSTs’ perceptions of PE and their future profession develop during PETE, at least on a group level (p<.05). At enrollment the highest valued characteristics for a good PE teacher where pedagogical competence (23%) and being considerate (19%), while possessing subject knowledge (28%) and being able to motivate pupils (19%) at completions of PETE (p<.05). The results also show that perceptions of a good PE lesson change from enrollment, where PSTs’ suggest that a good lesson should be adapted to all pupils (21%) and be fun and inspiring (18%), to be well planned (24%) and develop pupils’ skills (21%) at completion of the program (p<.05). To understand these results and possible reasons behind this development, a deeper analysis of the organization and content of the specific PETE program is required.

Place, publisher, year, edition, pages
Edinburgh: The University of Edinburgh , 2018. p. 148-148
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-151970OAI: oai:DiVA.org:umu-151970DiVA, id: diva2:1249829
Conference
AIESEP World Congress 2018, 25-28 July 2018, Edinburgh, Scotland.
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-09-20

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf