Identifying and understanding the perceptions and beliefs of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of this study was to investigate Australian generalist PSTs’ perceptions of the barriers to teaching physical education (PE) classes. A social-ecological model framework was applied as the conceptual framework for the study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of social-ecological level challenges were perceived by the generalist PSTs (n=71) at the intrapersonal, interpersonal, physical environment and policy levels. With mounting demands on schools, PSTs must continually improve preparation and readiness for teaching practical subjects such as PE. By developing multi-level insight into the barriers for generalist PSTs to teaching PE, teacher education programs can reflect upon and facilitate learning environments that meet the needs of our future teachers.
|Publication status||Published - 2017|
|Event||30th ACHPER International Conference - University of Canberra, Canberra, Australia|
Duration: 16 Jan 2017 → 18 Jan 2017
https://www.achper.org.au/professionallearning/past-international-conference-proceedings/2017-international-conference-proceedings (Conference website)
https://www.achper.org.au/documents/item/583 (Conference proceedings)
|Conference||30th ACHPER International Conference|
|Abbreviated title||Participation in an Active and Healthy Life: Valuing the Participant Voice|
|Period||16/01/17 → 18/01/17|
|Other||The 30th ACHPER International Conference held at the University of Canberra from January 16-18 2017 provided 320 teachers, researchers and health, sport and recreation professionals from across Australia and overseas with a dynamic and highly engaging professional learning experience. |
The conference theme – Participating in an Active and Healthy Life – Valuing the Participant Voice – prompted us to engage with people as learners and actively seek their voice to inform our work and improve the achievement of learning outcomes as well as their lives.