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Exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers

Hyndman, Brendon (2014). Exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers. Journal of Physical Education and Sport,14(4):438-445.

Document type: Journal Article
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IRMA ID 84279116xPUB251
Title Exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers
Author Hyndman, Brendon
Journal Name Journal of Physical Education and Sport
Publication Date 2014
Volume Number 14
Issue Number 4
ISSN 2247 - 806X   (check CDU catalogue  open catalogue search in new window)
Scopus ID 2-s2.0-84920041298
Start Page 438
End Page 445
Total Pages 8
Place of Publication Romania
Publisher University of Pitesti
Language English
Abstract Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives and the proportions of dominant and recessive teaching perspectives were identified within both groups. Independent t-tests and multivariate chi-square statistical tests were conducted to compare mean teaching perspective scores and proportions of dominant and recessive teaching perspectives. The findings revealed that graduate physical education teachers had significantly higher average scores for the apprenticeship, developmental and social reform teaching perspectives. The nurturing teaching perspective was the most common dominant teaching perspective and the social reform teaching perspective was the most common recessive teaching perspective for both pre-service and graduate physical education teachers. The findings suggest that teacher training programs have the ability to develop and inform knowledge of teaching approaches to facilitate higher scores for a broader range of teaching perspectives in comparison to pre-service teachers commencing their teacher training.
Keywords teaching perspectives
physical education
teacher education
pre-service teachers
graduate teachers
DOI http://dx.doi.org/10.7752/jpes.2014.04067   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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Created: Fri, 30 Jan 2015, 17:02:13 CST by Brendon Hyndman