Diss. (sammanfattning) Stockholm : Stockholms universitet, 2010.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: ...Submitted.
The aim of the study is to investigate what happens when the experiences and conceptions of physical education (PE) student teachers encounter the value structures of a PE teacher education ...programme. The starting point for the study are the criticisms that the PE teacher education programme has inadequate links to science, that it finds it difficult to challenge traditional gender patterns, and that the students' experiences of their own sporting activities are more important than the education programme for what knowledge is considered valuable. The study has a cultural sociological and gender theoretical perspective. The analysis has been done with the help of Pierre Bourdieu's concepts as the tools of analysis. The empirical evidence has been collected with the help of several different methods. Quantitative data has been collected with the help of questionnaires which a total of 450 student teachers returned; qualitative data has been collected using: essays written by PE student teachers during their physical education specialisation and in-depth interviews with teacher educators. The results show that today's education is still characterised by many of the traditions, norms and values which historically have been its distinguishing features. The “rules of the game” are generally taken for granted and this is based on a shared conception in the value of the education. In the eyes of the students, the trademark of a good PE teacher is to be good at many different sports, have in-depth knowledge of human biology, and have the “right” personality. They are less interested in pedagogical issues and they would have preferred the whole course to have served them with ready-made solutions and answers. Even if gender and social issues have been part of the education, the gender habitus has changed very little during the programme. The way they see the subject is largely the same as it was before the course, but what appeared to them to be a ”pure” sports subject before the course started has afterwards become more a way of “attaining health through sport”. The study indicates that the dominating values within the PE teacher education seem to be in harmony with the students' habitus which make it difficult to challenge the ”order of things” and that changes will take time.
Grounded in self-determination theory (SDT), the present study examined whether collegiate physical education (PE) teachers' autonomy support versus control would relate to college students' ...wellness, knowledge, performance, and intentions to persist at physical activity beyond the PE classes. The mediating roles of students' basic psychological need satisfaction and need frustration as well as their types of motivation (autonomous and controlled) were also modeled.
Cross-sectional study.
One hundred and forty college students (Mage = 21.69, SD = 1.89) in PE classes completed questionnaires measuring their perceptions of PE teachers' autonomy support and control, as well as their own basic psychological need satisfaction and frustration and their autonomous and controlled motivation. The student outcomes were self-reports of the students' wellness (i.e., well-being and ill-being), teacher-administered tests of knowledge, teacher ratings of performance, and students' self-reports of intentions to persist at physical activity in the future.
Students' perceptions of teachers' autonomy support were positively associated with each of the positive student outcomes. Students' perceptions of teachers' control were related to students' well-being (negatively), knowledge (negatively), and ill-being (positively). Students' experiences of psychological need satisfaction were significantly positively related to their autonomous motivation and marginally to their controlled motivation. Their experiences of need frustration were related only positively to controlled motivation. As expected, path analyses showed that perceived autonomy support was positively related to the positive outcomes via need satisfaction and frustration and autonomous motivation, and that perceptions of teachers' control were related to students' ill-being (positively) and knowledge (negatively) through need frustration.
Consistent with SDT, the findings suggest that teachers' autonomy support is important for student's psychological need satisfaction, type of motivation, and in turn the outcomes of well-being, knowledge, performance, and intention to persist in the domain of college PE programs. Practical and theoretical implications, along with limitations and future research suggestions are discussed.
•Teachers' autonomy support was positively associated with college physical education students' positive outcomes.•Need satisfaction, and autonomous motivation mediated the associations between autonomy support and wellness, knowledge, performance, and intention to continue.•Teachers' controlling behaviors were negatively related to students' positive affect and knowledge, and positively associated with need frustration and negative affect.•Need frustration mediated the positive association between controlling behaviors and negative affect.
Multicultural societies require educators’ intercultural competence. This trial examined if attitudes and perceived competences of pre-service Physical Education (PE) teachers could be improved by an ...online, teacher education course structured upon the findings of the intercultural education through physical activity, coaching, and training (EDU:PACT) project. Following individual preferences, participants (N = 129) were allocated to this course or control condition of the usual University curriculum. The intervention vs. control group scored better in outcomes of skills, knowledge, and one attitude dimension post-intervention. This teacher education course may effectively train pre-service PE teachers on intercultural education.
Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the ...need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.
A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.
Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (
ranging from 0.119 to 0.425,
< 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ
/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (
ranging from -0.34 to 0.57,
< 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (
= 0.10,
< 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (
ranging from 0.49 to 0.56,
< 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (
= 0.27,
< 0.01), which subsequently significantly influenced career intentions (
= 0.32,
< 0.01).
The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.
The purpose of the study was the evaluation of a teacher in-service training program, namely “PE.T.Co.N.“, an online community of practice via Facebook groups. Drawing from Self-Determination theory ...(SDT), the program aimed at satisfying teachers’ autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members’ interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.
•PE teacher in-service training can be delivered effectively as a CoP through Facebook groups.•Facebook appears a promising tool to tackle the attrition issue in on-line training.•PETCoN participation leads/contributes to increased autonomy need satisfaction.•PETCoN increases relatedness need satisfaction and decreases relatedness frustration.•Self-determination theory is well suited when designing teacher in-service training.
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