Αυτό-αποτελεσματικότητα Εκπαιδευτικών Φυσικής Αγωγής Πρωτοβάθμιας Εκπαίδευσης: διαφορές λόγω φύλου και επιπέδου σπουδών

Συγγραφείς

  • Ασπασία Νικόλαος Παπαμίχου Δημοκρίτειο Πανεπιστήμιο Θράκης Σ.Ε.Φ.Α.Α.
  • Βασιλική Λαζάρου Δέρρη Δημοκρίτειο Πανεπιστήμιο Θράκης Σ.Ε.Φ.Α.Α.

Περίληψη

Η αυτό-αποτελεσματικότητα (ΑΑ) των εκπαιδευτικών Φυσικής Αγωγής(ΕΦΑ), δηλαδή ο βαθμός στον οποίο αισθάνονται αποτελεσματικοί στην εργασία τους, είναι βασικός παράγοντας της εκπαιδευτικής διαδικασίας. Σκοπός της παρούσας έρευνας ήταν να διαπιστωθούν τυχόν διαφορές λόγω φύλου και επιπέδου σπουδών (βασικό πτυχίο Τ.Ε.Φ.Α.Α, Μεταπτυχιακό, Διδακτορικό) στην ΑΑ των ΕΦΑ. Στην έρευνα πήραν μέρος 160 ΕΦΑ Πρωτοβάθμιας Εκπαίδευσης από όλη την Ελλάδα, εκ των οποίων 87 ήταν κάτοχοι βασικού πτυχίου (37 άνδρες, 50 γυναίκες) και 73 Μεταπτυχιακού και  Διδακτορικού διπλώματος (34 άνδρες, 39 γυναίκες). Για την αξιολόγηση της ΑΑ χρησιμοποιήθηκε το ερωτηματολόγιο Self-Evaluation of Teacher Effectiveness in Physical Education (SETEQ-PE) των Kyrgyridis, Derri και Kioumourtzoglou (2006) αφού προσαρμόστηκε στις ανάγκες της παρούσας έρευνας. Από την ανάλυση διακύμανσης με δύο παράγοντες (two way Anova) διαπιστώθηκε στατιστικά σημαντική αλληλεπίδραση των ανεξάρτητων μεταβλητών φύλο και επίπεδο σπουδών στους παράγοντες Ανατροφοδότηση και Αξιολόγηση, όπου οι άνδρες και οι γυναίκες εκπαιδευτικοί με Μεταπτυχιακό και Διδακτορικό επίπεδο σπουδών είχαν υψηλότερη ΑΑ από τους άνδρες και τις γυναίκες συναδέλφους τους με βασικό πτυχίο αντίστοιχα, αλλά και οι άνδρες με Μεταπτυχιακό και Διδακτορικό επίπεδο σπουδών είχαν υψηλότερη ΑΑ από τις γυναίκες συναδέλφους τους με ίδιο επίπεδο σπουδών, και στην ανατροφοδότηση και στην αξιολόγηση. Διαπιστώθηκε επίσης στατιστικά σημαντική επίδραση του φύλου στον παράγοντα Προσαρμοστικότητα, υπέρ των ανδρών και του επιπέδου σπουδών στους παράγοντες Εφαρμογή σχεδιασμού διδασκαλίας, Περιβάλλον μάθησης, Στρατηγικές διδασκαλίας, Δεξιότητες επικοινωνίας, Προσαρμοστικότητα, Ανατροφοδότηση και Αξιολόγηση διδάσκοντα και μαθητή υπέρ των ΕΦΑ με Μεταπτυχιακές και Διδακτορικές σπουδές. Συμπερασματικά, η εξειδίκευση σπουδών παίζει καθοριστικό ρόλο στην ΑΑ των  ΕΦΑ σε βασικούς παράγοντες της διδασκαλίας

Βιογραφικό Συγγραφέα

Ασπασία Νικόλαος Παπαμίχου, Δημοκρίτειο Πανεπιστήμιο Θράκης Σ.Ε.Φ.Α.Α.

Εκπαιδευτικός Φυσικής Αγωγής, Υποψήφια Διδάκτωρ

Αναφορές

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.

Anderson, R., Green, M., & Loewen, P. (1988). Relationships among Teachers’ and Students Thinking Skills Sense of Efficacy and Students’ Achievement. Alberta Journal of Education Research, 34, 148-165.

Ashton, P. T., Olejnik, S., Crocker, L. & McAuliffe, M. (1982). Measurement problems in the study of teachers’ sense of efficacy. Paper presented at the annual meeting of the American Educational Research Association, New York.

Ashton, P. T. & Webb, R. D. (1986). Making a difference: teachers' sense of efficacy and student achievement. New York, Longman.

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20.

Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109, 458–474.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.

Bandura, A. (1995). Self –efficacy in changing societies. Cambridge University Press.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares & T. Urdan (Eds.), Adolescence and Education: Self Efficacy and Adolescence (pp. 307-337). Greenwich, CT: Information Age.

Betoret, F., & Artiga, A. (2010). Barriers Perceived by Teachers at Work, Coping Strategies, Self-Efficacy and Burnout. The Spanish Journal of Psychology, 13, 637-654. https://doi.org/10.1017/S1138741600002316

Blank, R. K. (2002). Using surveys of enacted curriculum to advance evaluation of instruction in relation to standards. Peabody Journal of Education, 77(4), 86–121. doi: 10.1207/S15327930PJE77045

Both, J., Borgatto, A. F., Fogliarini Lemos, C. A., Ciampolini, V., & Nascimento, J. V. (2017). Physical education teachers’ wellbeing and its relation with gender. Motricidade13 (4), 23-32.

Buns, Μ. (2010). Environmental Support and Physical Education Teacher Self-Efficacy: A Test of Social Cognitive Theory. Iowa State University.

Burley, W. W., Hall, B. W., Villeme, M.G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and Efficacy and Teaching 20 plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Chase, M.A, Lirgg, C.D., & Sakelos, T.J. (2003). Teacher efficacy and effective teaching behaviors in physical education. Paper presented at AAHPERD meeting Philadelphia, PA.

Commission of the European Communities (2007). Communication from the Cοmmission to the Council and the European Parliament. Improving the Quality of Teacher Education.

Çubukçu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education, 4 (1), 148-158.

Darling –Hammond, L. & Richardson Ν. (2009). Research Review/Teacher Learning: What Matters? 66 (5), 46-53.

Δέρρη, Β., Εμμανουηλίδου, Κ., & Βασιλειάδου, Ο. (2011). Ψηφιακό Σχολείο. Νέα Πιλοτικά Προγράμματα Σπουδών. Οδηγός για τον εκπαιδευτικό της Φυσικής Αγωγής στο δημοτικό σχολείο.

Ennis, C. D. (2003). What works in physical education: Designing and implementing a quality educational program. Education Horizons, 81(2), 77-82.

Evans, E. D. & Tribble, M. (1986). Perceived Teaching Problems, Self-Efficacy, and Commitment to Teaching among Preservice Teachers. The Journal of Educational Research, 80, 81-85.

Jyothish Kumar, L. K., & Manoj, T. I. (2015). Job satisfaction among physical education teachers of secondary school in Kerala, India. International Journal of Engineering Research and Sports Science, 2(11), 1-5.

Ganser, T. (2000). An ambitious vision of professional development for teachers. NASSP Bulletin, 84, 69-74.

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.

Ghaith, G., & Yaghi, H. (1997). Relationship among Experience, Teacher Efficacy, and Attitudes towards the Implementation of Instructional Motivation. Teaching and Teacher Education, 13, 451-458.

Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd ed.). Champaign, IL: Human Kinetics.

Guskey, T.R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.

Guskey, T., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.

Hagger, M. S., Chatzisarantis, N., & Biddle S. J. H. (2001) The influence of self-efficacy and past behavior on the physical activity intentions of young people. Journal of Sports Sciences, 19, 711-725.

Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119-134. doi:10.1111/j.1464-0597.2005.00199.x

Katsarou, E., & Dedouli, M. (2008). Training and evaluation in education. Athens, Greece: Pedagogical Institute (in Greek).

Keller, C. L., & Duffy, M. (2005). “I said that?” How to improve your instructional behavior in just 5 minutes per day through data-based self-evaluation. Teaching Exceptional Children, 37(4), 36–39.

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., et al. (2009). Exploring the validity of the teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology,34, 67-76. doi:10.1016/j.cedpsych.2008.08.001

Kodish, S., Kulinna, Ρ. Η., Martin, J., Pangrazi, R., & Darst, P. (2006). Determinants of Physical Activity in an Inclusive Setting. Adapted Physical Activity Quarterly 23 (4): 390–409. doi:10.1123/apaq.23.4.390.

Kudláček, M., Baloun L. & Ješina O. (2018). The development and validation of revised inclusive physical education self-efficacy questionnaire for Czech physical education majors, International Journal of Inclusive Education https://doi.org/10.1080/13603116.2018.1451562

Kulinna, P. H., & Cothran, D. (2003). Physical education teachers’ self- reported use and perceptions of various teaching styles. Learning and Instruction, 13, 597-609. doi:10.1016/S0959-4752(02)00044-0

Kyrgiridis, P., Derri, V., Emmanouilidou, K., Chlapoutaki, E. & Kioumourtzoglou, E. (2014). Development of a Questionnaire for Self-Evaluation of Teacher Effectiveness in Physical Education (SETEQ-PE). Measurement in Physical Education and Exercise Science, 18, 73–90.

Κυργυρίδης, Π., Δέρρη, Β., & Κιουμουρτζόγλου, E. (2006). Παράγοντες πoυ συμβάλλoυν στην Aπoτελεσματική διδασκαλία της Φυσικής Aγωγής: Aνασκoπική Mελέτη. Αναζητήσεις στη Φυσική Αγωγή και τον Αθλητισμό, 4, 409–419.

Martin, J. J., & Kulinna, P. H. (2003). The development of a physical education teachers’ physical activity self-efficacy instrument. Journal of Teaching in Physical Education, 22(2), 219-232.

Martin, J. J., Kulinna, P.H., Eklund, R. & Reed, B. (2001). Determinants of Teachers’ Intentions to Teach Physically Active Physical Education Classes. Journal of Teaching in Physical Education 20, 129-143.

Martin, J., Mccaughtry, N., Kullinna, Η. Ρ., & Cothran, D. (2008). The Influences of Professional Development on Teachers’ Self-Efficacy Toward Educational Change. Physical Education & Sport Pedagogy 13 (2), 171–190. doi:10.1080/17408980701345683.

Midgley, C., Feldlaufer, H., & Eccles J. S. (1989). Change in Teacher Efficacy and Student Self- and Task-Related Beliefs in Mathematics During the Transition to Junior High School. Journal of Educational Psychology, 81, (2), 247-258.

National Earth Science Teachers Association (2010). Research opportunities for teachers. Retrieved from http://www.nestanet.org/cms/content/pd/research

National Institutes of Health (2010). Administrative supplements providing summer research experiences for students and science educators. Retrieved from http://grants.nih.gov/recovery/summer_opps.html

National Science Teachers Association (2011). Professional development: New Science Teacher Academy. Retrieved from http://www.nsta.org/pd

Παιδαγωγικό Ινστιτούτο. (2009). Διατμηματική Επιτροπή για την μορφωτική Αυτοτέλεια του Λυκείου. Πρόταση για την επιμόρφωση των εκπαιδευτικών.

Παπαναούμ, Ζ. (2010). Για ένα καλύτερο σχολείο. Ο ρόλος της επιμόρφωσης των εκπαιδευτικών http://repository.edulll.gr/edulll/retrieve/369/105.pdf

Rink, J. E. (2006). Teaching physical education for learning (5th ed.). Boston, MA: McGraw-Hill.

Ross, J. A., & Bruce, C. (2007). “Professional development effects on teacher efficacy; Results of randomized field trial”. The Journal of Educational Research, 101(1), 50-66.

Ross. J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17, 179-199. doi:10.1080/09243450600565795

Schunk D.H. & Pajares F. (2001). The Development of Academic Self-Efficacy. Chapter in A. Winfield & J. Eccles (Eds.), Development of achievement motivation. San Diego: Academic Press.

Siedentop, D. (2002). Ecological perspectives in teaching research. Journal of Teaching in Physical Education, 21, 427–440.

Skaalvik, E. M. & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education 67, 152-160.

Stein, M. K. & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education 4(2), 171-187.

Stephanou, G., & Tsapakidou, Α. (2007). Teachers’ teaching styles and self-efficacy in physical education. International Journal of Learning, 14,1-12.

Stephanou, G. & Tsapakidou, A. (2008). Teachers’ Teaching Styles and Self-Efficacy in Physical 16 Education. The International Journal of Learning 14(8), 1-12.

Story, Μ., Nanney, Μ. S., & Schwartz, M. B. (2009). Schools and Obesity Prevention: Creating School Environments and Policies to Promote Healthy Eating and Physical Activity. The Milbank Quarterly, 87(1), 71-100.

Tschannen-Moran, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761. doi:10.1016/j.tate.2010.12.005

Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.

Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2007). The differential antecedents of self-efficacybeliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.

Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.

Ward, T. (2005). An integrated model of Entrepreneurship and Intrapreneurship. Conference: 13th Annual High Technology Small Firms Conference.

Λήψεις

Δημοσιευμένα

2023-04-09

Πώς να δημιουργήσετε Αναφορές

Παπαμίχου Α. Ν., & Δέρρη Β. Λ. (2023). Αυτό-αποτελεσματικότητα Εκπαιδευτικών Φυσικής Αγωγής Πρωτοβάθμιας Εκπαίδευσης: διαφορές λόγω φύλου και επιπέδου σπουδών. Άθληση και Κοινωνία, 1. ανακτήθηκε από http://83.212.133.37/ojs/index.php/ExSoc/article/view/392

Τεύχος

Ενότητα

Παιδαγωγικά, Διδακτική της Φυσικής Αγωγής, Αθλητική Ψυχολογία