Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers

Potential stressors in (prospective) physical education teachers: a comparison of different career stages

Previous studies have identified stressors in physical education (PE) teachers. However, these studies lack a comprehensive consideration of potential teaching-related stressors combined with an analysis of differences in these potential stressors between different career stages. Given that many physical education teachers suffer from stress, the purpose of the present study was to investigate potential stressors in three career stages of (prospective) physical education teachers (student teachers, pre-service teachers, teachers) in order to further develop their education in terms of stress management. The results of a survey of 723 German (prospective) physical education teachers (255 student teachers, 117 pre-service teachers, 351 teachers) showed that, overall, noise, heterogeneity of students, and inadequate curriculum were reported to be the most frequent potential stressors. When controlling for teaching hours per week, teachers, and pre-service teachers did not differ in the frequency of potential stressors. However, both teachers and pre-service teachers reported significantly less lack of facilities/equipment, pupils’ discipline problems, and lack of pupils’ motivation than student teachers, and significantly more noise than PE student teachers. Additionally, teachers reported more heterogeneity of pupils than student teachers. These findings can be explained by characteristics of the specific career stages. For practical application, it can be concluded that there is a need for coping interventions that are tailored to the stressors which are salient in a specific career phase. In future research, studies should investigate stressors in different career stages longitudinally.

Exploring Categories of Self-Development of Novice Physical Education Teachers through Teacher Learning Community Activities

This study aims to discuss sustainable re-education of physical education teachers by deriving the types of self-development through novice physical education teachers’ experiences of teacher learning community activities. A qualitative research method was used with six physical education teachers from six middle schools located in the Seoul metropolitan area (Seoul, Gyeonggi, and Incheon) in Korea, from which the following types of self-development were obtained: The first category of self-development is “to copy.” They accept everything as new and follow along. The second category is “to critique.” They compare, analyze and criticize each other’s classes with their community members. The third category is “to share.” They proactively share their ideas to transform “what is mine” into “what is ours.” The fourth category is “to create.” They build a new community that is suitable for them and create a process of giving and receiving help. In conclusion, we emphasized that teacher community learning activities of novice physical education teachers in Korea can provide an environment for the re-education of teachers that supports not only continuous self-development but also continuous professional development. As a follow-up study, we suggest a longitudinal study that will enable the understanding of physical education teachers’ continuous teacher learning community activities based on their stage of career growth as teachers. It will include a study on the continuity of re-education of physical education teachers according to the size of a teacher learning community or the relationships between members.

Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master's Degree

The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master's degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession

The phenomenon of high attrition and dropout among novice teachers has been widely recognized as an issue that must be addressed. The current study aimed to explore this phenomenon in the field of physical education (PE). A longitudinal study using a mixed-methods approach was conducted. The participants consisted of 119 novice teachers at three points in time: during, at the end of the first year of internship, and two years after internship. Instruments included questionnaires, a semi-structured telephone survey, and in-depth face-to-face interviews. Results indicated that the majority of novice teachers intended to stay in the profession mainly due to idealistic reasons. Emotional and professional support from senior staff and/or management proved to be important to their decision to persist in the profession. Barriers that were found distinctive to PE included poor working conditions such as a lack of facilities or equipment. Additionally, participants reported discouragement from the discovery that PE was perceived as a less important subject in comparison to other school subjects. The vast majority reported that they had not been sufficiently prepared for the realities of the teaching profession.

My Turn to Make a Difference: Efficacy Trends among Induction Physical Educators

Purpose: This study provides a longitudinal examination of the influences enhancing or constraining the development of efficacy in ten induction physical educators. Method: Over a span of three years, data from structured interviews and responses to the Physical Education Teaching Efficacy Scale were collected at seven time points. Utilizing a mixed-methods approach, data were analyzed for qualitative themes and quantitative trends through the lens of various factors known to influence the career cycle. Results: In the personal environment, the presence of positive individual dispositions, the ability to balance competing demands, and high levels of perceived support emerged as constructive enhancers of efficacy. In the organizational environment, positive influences included the ability to meet the expectations of stakeholders and perceived confidence related to the tasks of teaching. Over time, significant differences existed for the survey categories measuring efficacy in content knowledge, accommodating skill level differences, teaching students with special needs, and instruction. Furthermore, significant differences also occurred related to gender, geographical location/setting, and school classification. Conclusion: Efficacy levels in beginning physical educators are highly dynamic and context-specific, but the presence of high levels of perceived support, both personally and organizationally, can positively enhance the efficacy of induction teachers related to balancing demands both inside and outside the classroom. Implications include the necessity for authentic and thorough preservice training and upon employment, access to adequate resources.