A Survey Investigating The Self Efficacy Levels Of Wisconsin Adapted Physical Education Teachers PDF Download
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| Author | : Michael K. Haeuser |
| Publisher | : |
| Total Pages | : 228 |
| Release | : 1997 |
| Genre | : |
| ISBN | : |
Download A Survey Investigating the Self-efficacy Levels of Wisconsin Adapted Physical Education Teachers Book in PDF, ePub and Kindle
Abstract: This study was designed to examine the effects of five variables, educational training in adapted physical education, years experience teaching adapted physical education, comprehensiveness of preservice training, comprehensiveness of professional development activity, and the primary setting of adapted physical education instruction, on the efficacy expectation and outcome expectation beliefs of adapted physical education teachers. Subjects included certified adapted physical education teachers from the state of Wisconsin (N = 227). A descriptive correlational research design was implemented and utilized the Adapted Physical Education Teacher Efficacy Scale, a revised version of the Teacher Efficacy Scale. Factor analysis confirmed The Adapted Physical Education Teacher Efficacy Scale to be capable with measuring self-efficacy from a multidimensional framework and provided support for Bandura's theory that self-efficacy is not a unidimensional construct. Dimensions of self-efficacy which resulted from the factor analysis included efficacy expectation beliefs (r = .76) and outcome expectation beliefs (r = .70). Multiple regression analysis indicated none of the five independent variables in the study explained a statistically significant amount of variance in the adapted physical education teachers' outcome expectation beliefs. Three variables, namely, comprehensiveness of professional development activity, comprehensiveness of preservice training and level of training in adapted physical education each explained a statistically significant proportion of variance in efficacy expectation beliefs when the effects of the other variables were held constant. The linear combination of scores on all five of the independent variables did not adequately explain an adapted physical education teacher's level of efficacy expectation or outcome expectation beliefs.
| Author | : Rachel L. Smith |
| Publisher | : |
| Total Pages | : 126 |
| Release | : 2013 |
| Genre | : Inclusive education |
| ISBN | : |
Download Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self-efficacy Book in PDF, ePub and Kindle
During teacher preparation, preservice teacher candidates undergo a variety of professional development opportunities that allow them to gain knowledge and experience that will be useful in the teaching field. Many physical education (PE) teacher preparation programs provide an introduction to adapted physical education (APE) survey course to prepare general PE teachers to instruct students with disabilities in the PK-12 setting. This study examined the effects of an introduction to APE course with an accompanying clinical experience on the self-efficacy towards inclusion of students with disabilities. Self-efficacy data were gathered from a group of students (N = 49) enrolled in an introductory APE course during the 2011 - 2012 academic year using the Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education survey (Block, et al 2010). Further, a subgroup of these participants (n = 16) underwent a one-on-one interview to further examine aspects of the clinical experience that most influenced their self-efficacy. Survey results showed that the introductory course with clinical experience significantly improved self-efficacy among preservice teachers (p
| Author | : Stephanie E. Groff |
| Publisher | : |
| Total Pages | : 58 |
| Release | : 2011 |
| Genre | : Physical education teachers |
| ISBN | : |
Download Effects of Adapted Physical Education Teacher Preparation Experiences on Inclusion Self-efficacy Book in PDF, ePub and Kindle
In order for preservice physical education teachers to be confident working with students with disabilities, they need exposure to situations with these children. This study examined the effects of teacher preparation composed of an adapted physical education (APE) course combined with a clinical experience on the self-efficacy towards inclusion of students with disabilites.
| Author | : Thomas N. Triezenberg |
| Publisher | : |
| Total Pages | : 132 |
| Release | : 2014 |
| Genre | : Inclusive education |
| ISBN | : |
Download Self-efficacy Towards Inclusion Among Physical Education Teachers with and Without an Undergraduate Adapted Physical Education Teaching Minor Book in PDF, ePub and Kindle
Research is limited on physical education (PE) for students with disabilities (SWD) who are homeschooled. Less is known about parental opinions regarding PE for them. This study gathered data about homeschooling curriculum requirements (i.e., PE) for SWD and data from parents regarding perceptions of the importance of PE in a homeschooling curricuhun. An online survey identified statutes regarding PE for homeschooled SWD and opinions about PE. A survey to parents who homeschool determined opinions about PE, how the service is provided, and its perceived importance. Results of the national survey found that 11 of 28 respondent states required subject areas for homeschooled students. Of those states, the required subjects were the same for students with and without disabilities, and PE was a required subject area for SWD in 6 states. The parent survey revealed PE was an important subject, PE was mostly provided by the parent or community-based services, and PE was somewhat important relative to other subjects. Both groups surveyed felt fundamental motor skills were the most important content area for homeschooled SWD, while team sports were least important. Further research is needed to determine how professionals can disseminate information to parents to improve PE experiences for homeschooled SWD.
| Author | : Yin Cheong Cheng |
| Publisher | : Springer |
| Total Pages | : 326 |
| Release | : 2002 |
| Genre | : Teachers |
| ISBN | : 9789629491031 |
Download A Knowledge Base for Teacher Education and Development Book in PDF, ePub and Kindle
| Author | : |
| Publisher | : |
| Total Pages | : 664 |
| Release | : 1998 |
| Genre | : Dissertations, Academic |
| ISBN | : |
Download Dissertation Abstracts International Book in PDF, ePub and Kindle
| Author | : Rachel L. Ball |
| Publisher | : |
| Total Pages | : 99 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Download Preserive Physical Education Attitudes Towards Teaching an Inclusionary Class Book in PDF, ePub and Kindle
ABSTRACT: An explanatory mixed methods design was used to investigate pre-service physical education attitudes towards teaching students with disabilities. The purpose of the quantitative portion of the study was to examine whether there was a difference in self-efficacy of pre-service teachers enrolled in an adapted physical education (APE) course with embedded fieldwork, teaching students with disabilities (Group 1; N = 19) versus pre-service teachers enrolled in a prerequisite course with fieldwork that does not include working with students with disabilities (Group 2; N = 25). Data was collected using the 33-question, Situational-Specific Self-Efficacy and Inclusion of Students with Disabilities in Physical Education (SE-PETE-D), Version 3.3 survey. Three separate two-way ANOVAs, one for each type of disability (ID, PD, VD), were conducted, where timing (pre, post) is a within-subjects factor and course (Group 1: APE course, Group 2: prerequisite course) was a between subjects factor. There was a significant main effect of timing between the pre and post survey for both groups, on all sections of the test. The results exhibited no significant interaction or main effect of the between-subjects factor (group) on increasing self efficacy. The researcher then conducted one-on-one semi structured interviews with purposeful selection of participants. The purpose of this qualitative portion was to investigate the following research question: what are pre-service physical education teacher’s self-efficacy towards teaching in an inclusion class? With the use of the data collected through a survey and interviews, this present study will provide professors with a better understanding of the readiness of pre-service teachers to teach in an inclusion class. Participants included three pre-service teachers, who were all currently enrolled in an APE course (Group 1). Open, axial, and selective coding was used to analyze data. Key themes included self concept, room for growth, and resources. Trustworthiness of the themes was established through the use of peer debriefing and member checking. The results acquired through the quantitative portion of the study provided future implications for increasing pre-service teachers self-efficacy when they enter into fieldwork. The results for the qualitative interviews conducted led to future implications for providing pre-service teachers the proper content and experience needed to gain self-efficacy in working with students with disabilities.
| Author | : Patricia A Holman |
| Publisher | : |
| Total Pages | : 141 |
| Release | : 2011 |
| Genre | : Electronic dissertations |
| ISBN | : |
Download An Examination of Elementary Physical Education Teachers2 Perceived Self-efficacy Toward Teaching Children with Orthopedic Impairments in Montana Book in PDF, ePub and Kindle
An examination of elementary physical education teachers' perceived self-efficacy toward teaching children with orthopedic impairments in Montana: Do teachers feel competent? The purpose of this study was to explore elementary physical educators' self-efficacy beliefs toward teaching children with orthopedic impairments in general physical education class and identify adapted physical education teacher training needs in Montana. The method for this study is based on the Physical Educators' Self-Efficacy Toward Including Students with Disabilities - Autism (PESEISD-A) (Talliaferro et al, 2010) electronic survey instrument and Bandura's (2006) guidelines. A modification of the PESEISD-A instrument was utilized to examine physical educators' self-efficacy toward teaching students with orthopedic impairments (PESEISD-OI) with elementary physical educators in Montana (N=83). Findings indicated that the lowest levels of self-efficacy were in regards to assessing motor skills, modifying equipment and activities, and teachers with higher levels of self-efficacy perceived less challenges toward teaching students with orthopedic impairments. Teachers who taught in towns of 20,000 - 50,000 in population were significantly less efficacious than teachers in all other size towns, whereas participants in small rural towns (less than 2,500 in population) were the most efficacious. Additionally, teachers who earned undergraduate and graduate credits in adapted physical education and those with coursework in both special education and adapted physical education were positively correlated with perceived self-efficacy toward teaching students with orthopedic impairments. Finally, a significant positive relationship was found between teachers' perceived self-efficacy in self-efficacy beliefs based on their perception of their undergraduate teacher preparation. This study provides useful data for higher education in regards to pre-service teacher preparation coursework and practicum experiences. Furthermore, this information will assist the Montana Office of Public Instruction in identifying professional development opportunities to ensure that all children with disabilities receive "free and appropriate" education designed to meet their unique needs in a successful, inclusive environment.
| Author | : Rhys Wood |
| Publisher | : |
| Total Pages | : 252 |
| Release | : 2003 |
| Genre | : Teachers |
| ISBN | : |
Download An Investigation Into Core PDHPE Curriculum Subjects and Preservice Teachers' Levels of Teaching Self-efficacy in the Physical Education Component Book in PDF, ePub and Kindle
"This study investigates the correlation between core PDHPE curriculum subjects and the levels of teaching self-efficacy of 2003 2nd and 4th year Charles Sturt University (CSU) preservice primary teachers. The Physical Education Teaching Self-Efficacy Questionnaire was developed for the purposes of the study with a Factor analysis being completed on the instrument, which revealed three scales within the instrument all of which were highly reliable. A MANOVA was completed to investigate the effects of sex, year of study, age and specialisation on preservice teachers' PETSE. It was found that there was a significant effect of specialisation on levels of Physical Education Teaching Self Efficacy. It was found that those preservice teachers undertaking minor studies in Physical Education had higher levels of PETSE, more confidence in the various aspects of teaching Physical Education and felt the core PDHPE curriculum subjects adequately prepared them to teach Physical Education in the K-6 context. Furthermore, a One-Way ANOVA was completed to investigate the effects of campus location on the preservice teachers' PETSE. It was found that the campus that the preservice teachers attended had a significant effect on their confidence to teach the various aspects of Physical Education."--Abstract.
| Author | : Adam M. Shute |
| Publisher | : |
| Total Pages | : 202 |
| Release | : 2005 |
| Genre | : Motivation (Psychology) |
| ISBN | : |
Download Physical Education Teacher Self-efficacy Book in PDF, ePub and Kindle
Abstract: The study was designed to determine the differences in the levels of self-efficacy among preservice physical education teachers with regard to self-efficacy and general teaching efficacy. Participants in the study were 80 preservice physical education teachers in their first (n = 20), second (n = 20), third (n = 20), and fourth (n = 20) year of study. The Physical Education Teacher Efficacy scale (Biddle & Goudas, 1998) was used to measure self-efficacy. A one-way independent groups Analysis of Variance (ANOVA) was computed comparing the mean total self-efficacy differences and general teaching efficacy differences among preservice physical educators. Fourth year preservice physical education teachers reported significantly (p ~ .00) higher scores than first, second, and third year preservice physical education teachers with regard to self-efficacy. No significant (p ~ .76) mean difference was found between the levels of preservice physical education teachers with regard to general teaching efficacy. Based on the results, the collection of experiences afforded by teacher education programs can positively affect the self-efficacy of preservice physical education teachers at the conclusion of their fourth year of training.
