The effect of a distance training program in applying constructivist teaching strategies by Physical Education teachers
Abstract
The purpose of this study was to examine the impact of a distance training program for physical education teachers (PETs) on the implementation of constructivist strategies, in terms of facilitating students to build new knowledge in dance/gymnastics and games/skills. Thirty (N = 30) Elementary PETs who were divided into an experimental (n=15) and a control group (n=15) participated in the study. Teachers’ self-evaluation was conducted with the Chen, Burry-Stock and Rovegno’s (2000) “Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE)”. The eight weeks of asynchronous distance learning in these strategies was conducted through the eclass of Democritus University of Thrace. Analysis of variance with repeated measurements was applied. The results showed a statistically significant improvement of the experimental group in facilitating pupils to build new knowledge both in dance/gymnastics and in games/skills, while the control group showed a significant improvement only in the last factor, but smaller than the experimental group. In conclusion, it appears that the training program assisted PETs to use constructive teaching strategies (CTS) in order to facilitate pupils’ knowledge building, while it is likely that self-evaluation assisted non-trained teachers to include CTS elements in specific activities. Systematic observation of the particular elements during teaching will complement the results obtained from teacher self-evaluation and complete the image of constructive teaching in Physical Education.
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