EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

Abstract

We studied if and how gender, the histories of physical activity (PA) and success in physical education (PE) are related to pre-service class teachers’ (PCTs) perceived strengths in teaching PE (PSTPEs). Various backgrounds were considered to be environments of teacher socialization. The six data based categories of PSTPEs used in this study were: sportiness, teaching skills, positive attitude, encouragement, empathy and set no stress. The data from 386 first year Finnish PCTs were collected before their formal PE studies. Cross tabulation and binary logistic analyses were executed to expose the relationships and effects. The main findings of this study showed that pre-service teachers with more team oriented physical activity histories enter the formal teacher education perceiving to possess discipline- focused teaching skills as their asset. On the contrary, the respondents with more individually oriented PA backgrounds perceived pupil- focused set no stress as their strength. Suggestive findings, that physically active, successful and team oriented pre-service teachers perceive more discipline-focused strengths (especially sportiness) while their colleagues with opposite histories perceived pupil-focused strengths (especially empathy) were also discussed. This study adds the existing data to information of the effects of acculturative formation of perceived strengths before the influence of formal teacher education studies in PE.

Keywords: Teacher socializationpre-service teacher educationbeliefs about teachingphysical activityphysical education

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 20.01.2015
Pages: 35-49
Publisher: Future Academy
In: Volume 12, Issue 1
DOI: 10.15405/ejsbs.151
Online ISSN: 2301-2218
Article Type: Original Research
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