ERG SES G 07, Health and Language in Education
This paper arose from a study that examined the factors that influence the perceived levels of preparedness in Initial Teacher Education (ITE) graduates in Physical Education in Scotland. The paper considers how research into teacher preparedness contributes to practice in health and wellbeing.
The European Commission (2012) offered that the quality of teaching and learning is of key importance in determining student performance. However, in the current education climate teachers face unprecedented challenges. In Scotland the prominence given to Health and Wellbeing has resulted in all teachers being challenged to deliver Health and Wellbeing across the curriculum. Given the importance that is placed on Health and Wellbeing and teacher quality it is imperative that the next generation of physical education teachers are prepared to teach within this context.
Preparation is a concept that is frequently used in education, throughout initial teacher education preparation is emphasised as being one of the key constructs of an effective teacher leading to confidence or ‘teacher efficacy’ in their ability to promote students learning (Hoy, 2000). Bandura (1986, 1997) offered that there were four sources of information used to construct a persons self-efficacy and in the case of teaching there are strong links between preparedness and teacher efficacy with particular reference to their experiences (Protheroe, 2008). In further work Hoy (2000) suggests that some of the most important factors that contribute to the development of teacher efficacy are mastery experiences during their initial teacher education and into their induction year. Given the importance placed on teacher efficacy and the evident links to teacher preparedness it is essential to investigate the levels of preparedness in probationary teachers and early phase teachers.
1) How do practitioners view their levels of preparedness as a) a probationary teacher and b) an early phase practitioner?
2) What are the factors that contribute to perceived levels of preparedness within physical education graduates of ITE?
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. European Commission (2012) Rethinking Education:Investing in skills for better socio-economic outcomes [Online] Available: European Commission Hoy, A. W. (2000) Changes in teacher efficacy during the early years of teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. Menter, I., Hulme, M., Elliot, D. & Lewin, J.(2010) Literature Review on Teacher Education in the 21st Century [Online] Available: Scottish Government Protheroe, N (2008) Teacher efficacy: what is it and does it matter? [Online] Available: www.naesp.org Smith, J.A., Flowers, P. & Larkin, M. (2009) Interpretative Phenomenological Analysis; Theory, Method and Research London: Sage Publications
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