Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2019, Cilt: 8 Sayı: 3, 247 - 264, 27.12.2019

Alicia Stapp Laura F. Prior Catherine Harmon

Öz

Kaynakça

  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
  • Bandura, A. (2010). Self-efficacy. The Corsini Encyclopedia of Psychology, 1-3.
  • Barnard M, Van Deventer K. J., & Oswald M. M. (2014). The role of active teaching programs in academic skills enhancement of grade 2 learners in the Stellenbosch region. South African Journal for Research in Sport, Physical Education & Recreation (SAJR SPER), 36(3), 1–14.
  • Bostock, L., & Boon, H. (2012). Pre-service teachers’ literacy self-efficacy and literacy competence. Australian and International Journal of Rural Education, 22(1), 19-37.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Centers for Disease Control and Prevention [CDC] (2010). The association between school-based physical activity, including physical education, and academic performance.
  • Atlanta, GA: U.S. Department of Health and Human Services. Retrieved from https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
  • Check J. & Schutt R. K. (2012). Research Methods in Education. Thousand Oaks, CA: Sage.
  • Clark, S., & Newberry, M. (2018). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47. doi: 10.1080/1359866X.2018.1497772
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle, NJ: Merrill.
  • Donnelly, J. E., Greene, J. L., Gibson, C. A., Smith, B. K., Washburn, R. A., Sullivan, D. K.,…Williams, S. L. (2009). Physical activity across the curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventative Medicine 49(4), 336-341. doi:10.1016/j.ypmed.2009.07.022
  • Erwin, H., Beighle, A., Carson, R. L., & Castelli, D. M. (2013). Comprehensive school-based physical activity promotion: A review. Quest, 65(4), 412-428. doi: 10.1080/00336297.2013.791872
  • Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal 27, 1-19.
  • Giles, R. M., Byrd, K. O., Bendolph, A., & Boylan, M. (2016). An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics. Cogent Education, 3(1), 1-11.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26(4), 1094-1103.
  • Hills, A. P., Dengel, D. R., & Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368-374.
  • Howie, E. K., Beets, M. W., & Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th-grade students: a dose-response. Mental Health and Physical Activity, 7(2), 65-71.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
  • Morgan, P. J., & Hansen, V. (2008). Classroom teachers' perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. Research Quarterly for Exercise and Sport, 79(4), 506-516.
  • Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60-66.
  • Muijs, D., & Reynolds, D. (2015). Teachers' beliefs and behaviors: What really matters?Journal of Classroom Interaction, 50(1), 25-40.
  • Mullender-Wijnsma, M. J., Hartman, E., De Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Improving academic performance of school-age children by physical activity in the classroom: 1-year program evaluation. Journal of School Health, 85(6), 365-371.
  • Orlowski, M., Lorson, K., Lyon, A., & Minoughan, S. (2013). My classroom physical activity pyramid: A tool for integrating movement into the classroom. Journal of Physical Education, Recreation & Dance, 84(9), 47-51.
  • Parks, M., Solomon, M., & Lee, A. (2007). Understanding classroom teachers' perceptions of integrating physical activity: A collective efficacy perspective. Journal of Research in Childhood Education, 21(3), 316-328.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 4.
  • Riley, N., Lubans, D. R., Morgan, P. J., & Young, M. (2015). Outcomes and process evaluation of a program integrating physical activity into the primary school mathematics curriculum: The EASY Minds pilot randomized controlled trial. Journal of Science and Medicine in Sport, 18(6), 656-661.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shapiro, S. S. & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52, 591-611.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education, 21(4), 368-377.
  • Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior. Teaching and Teacher Education, 16(5-6), 649-659.
  • Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The elementary school journal, 110(2), 228-245.
  • Trochim, W. M. (2000). Research methods knowledge base–survey research. American Journal of Sports Medicine, 30(6), 212.
  • U.S. Department of Health and Human Services (2018). Physical activity guidelines for Americans (2nd ed.). Washington, DC: U.S. Department of Health and Human Services.
  • Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89.
  • Webster, C. A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers' efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70(3), 314.
  • Welch, M. (1998). Collaboration: Staying on the bandwagon. Journal of Teacher Education, 49, 26-37.
  • Whitehouse, E., & Schafer, M. (2017, March 9). State Policies on Physical Activity in Schools. Retrieved from https://knowledgecenter.csg.org/kc/content/state-policies-physical-activity-schools
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.

The Relationship Between Wellness and Physical Activity Integration Coursework and Pre-Service Teachers’ Self-Efficacy

Yıl 2019, Cilt: 8 Sayı: 3, 247 - 264, 27.12.2019

Alicia Stapp Laura F. Prior Catherine Harmon

Öz

The impetus of teacher preparation coursework is to provide pre-service teachers with the skills and experiences necessary to transfer what they learn into practice. Thus, it is imperative to examine the perceived self-efficacy of pre-service teachers’ upon completion of coursework. While most pre-service teachers prove confident in their ability to teach core content, their efficacy in teaching content beyond such subjects is nominal at best. As a content area greatly underrepresented within teacher preparation programs, this study examined the perceived self-efficacy of pre-service teachers regarding wellness and physical activity integration. Outcomes were measured through a self-reported survey. Results indicated higher levels of self-efficacy in all categories and statistically significant findings (p = .0012) in wellness and physical activity pedagogical content knowledge for students completing at least one wellness and physical activity endorsement course, compared to students who had not completed a course in wellness and physical activity integration.

Anahtar Kelimeler

self-efficacy pre-service teacher teacher preparation physical activity integration wellness integration

Kaynakça

  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
  • Bandura, A. (2010). Self-efficacy. The Corsini Encyclopedia of Psychology, 1-3.
  • Barnard M, Van Deventer K. J., & Oswald M. M. (2014). The role of active teaching programs in academic skills enhancement of grade 2 learners in the Stellenbosch region. South African Journal for Research in Sport, Physical Education & Recreation (SAJR SPER), 36(3), 1–14.
  • Bostock, L., & Boon, H. (2012). Pre-service teachers’ literacy self-efficacy and literacy competence. Australian and International Journal of Rural Education, 22(1), 19-37.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490.
  • Centers for Disease Control and Prevention [CDC] (2010). The association between school-based physical activity, including physical education, and academic performance.
  • Atlanta, GA: U.S. Department of Health and Human Services. Retrieved from https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
  • Check J. & Schutt R. K. (2012). Research Methods in Education. Thousand Oaks, CA: Sage.
  • Clark, S., & Newberry, M. (2018). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47. doi: 10.1080/1359866X.2018.1497772
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle, NJ: Merrill.
  • Donnelly, J. E., Greene, J. L., Gibson, C. A., Smith, B. K., Washburn, R. A., Sullivan, D. K.,…Williams, S. L. (2009). Physical activity across the curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventative Medicine 49(4), 336-341. doi:10.1016/j.ypmed.2009.07.022
  • Erwin, H., Beighle, A., Carson, R. L., & Castelli, D. M. (2013). Comprehensive school-based physical activity promotion: A review. Quest, 65(4), 412-428. doi: 10.1080/00336297.2013.791872
  • Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal 27, 1-19.
  • Giles, R. M., Byrd, K. O., Bendolph, A., & Boylan, M. (2016). An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics. Cogent Education, 3(1), 1-11.
  • Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26(4), 1094-1103.
  • Hills, A. P., Dengel, D. R., & Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368-374.
  • Howie, E. K., Beets, M. W., & Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th-grade students: a dose-response. Mental Health and Physical Activity, 7(2), 65-71.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
  • Morgan, P. J., & Hansen, V. (2008). Classroom teachers' perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. Research Quarterly for Exercise and Sport, 79(4), 506-516.
  • Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60-66.
  • Muijs, D., & Reynolds, D. (2015). Teachers' beliefs and behaviors: What really matters?Journal of Classroom Interaction, 50(1), 25-40.
  • Mullender-Wijnsma, M. J., Hartman, E., De Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Improving academic performance of school-age children by physical activity in the classroom: 1-year program evaluation. Journal of School Health, 85(6), 365-371.
  • Orlowski, M., Lorson, K., Lyon, A., & Minoughan, S. (2013). My classroom physical activity pyramid: A tool for integrating movement into the classroom. Journal of Physical Education, Recreation & Dance, 84(9), 47-51.
  • Parks, M., Solomon, M., & Lee, A. (2007). Understanding classroom teachers' perceptions of integrating physical activity: A collective efficacy perspective. Journal of Research in Childhood Education, 21(3), 316-328.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 4.
  • Riley, N., Lubans, D. R., Morgan, P. J., & Young, M. (2015). Outcomes and process evaluation of a program integrating physical activity into the primary school mathematics curriculum: The EASY Minds pilot randomized controlled trial. Journal of Science and Medicine in Sport, 18(6), 656-661.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shapiro, S. S. & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52, 591-611.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education, 21(4), 368-377.
  • Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior. Teaching and Teacher Education, 16(5-6), 649-659.
  • Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The elementary school journal, 110(2), 228-245.
  • Trochim, W. M. (2000). Research methods knowledge base–survey research. American Journal of Sports Medicine, 30(6), 212.
  • U.S. Department of Health and Human Services (2018). Physical activity guidelines for Americans (2nd ed.). Washington, DC: U.S. Department of Health and Human Services.
  • Vesely, A. K., Saklofske, D. H., & Leschied, A. D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71-89.
  • Webster, C. A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers' efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70(3), 314.
  • Welch, M. (1998). Collaboration: Staying on the bandwagon. Journal of Teacher Education, 49, 26-37.
  • Whitehouse, E., & Schafer, M. (2017, March 9). State Policies on Physical Activity in Schools. Retrieved from https://knowledgecenter.csg.org/kc/content/state-policies-physical-activity-schools
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Alicia Stapp 0000-0003-1528-212X

Laura F. Prior Bu kişi benim

Catherine Harmon Bu kişi benim

Yayımlanma Tarihi 27 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 3

Kaynak Göster

APA Stapp, A., Prior, L. F., & Harmon, C. (2019). The Relationship Between Wellness and Physical Activity Integration Coursework and Pre-Service Teachers’ Self-Efficacy. Journal of Teacher Education and Educators, 8(3), 247-264.