Preservice Teachers� Belief Systems Toward Curricular Outcomes for Physical Education

• Autores: Pamela Hodges Kulinna, Timothy Brusseau, Matthew Ferry, Donetta J. Cothran
• Localización: Research quarterly for exercise and sport, ISSN 0270-1367, Vol. 81, Nº. 2, 2010, págs. 189-198
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen

  • This study was grounded in the belief systems and physical activity literature and investigated preservice teachers� belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers� priorities for year in school by region. The teachers� views also differed on the important outcome goals for physical education. Two critical �tensions� are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers� voices and address their belief systems in teacher education programs.