Teaching Efficacy Beliefs of National Board Certified Physical Educators
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| Title: | Teaching Efficacy Beliefs of National Board Certified Physical Educators |
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| Language: | English |
| Authors: | Woods, Amelia Mays, Rhoades, Jesse |
| Source: | Teachers and Teaching: Theory and Practice. 2013 19(5):507-526. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2013 |
| Document Type: | Reports - Research Journal Articles |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Certification, Rating Scales, Faculty Development, Self Efficacy, Teacher Effectiveness, Teacher Surveys, Questionnaires, Interviews, Teacher Attitudes, Physical Education, Physical Education Teachers, Comparative Analysis, Teacher Motivation, Individualized Instruction, Teacher Student Relationship, Caring, Measures (Individuals), Credibility, Persistence, Reflective Teaching |
| Assessment and Survey Identifiers: | Teacher Efficacy Scale |
| DOI: | 10.1080/13540602.2013.827360 |
| ISSN: | 1354-0602 |
| Abstract: | The National Board of Professional Teaching Standards offers a voluntary advanced certification for K-12 teachers. The majority of teachers who pursue this professional development program live in the USA, although there are National Board Certified teachers across the globe. This study examined National Board Certified Physical Education Teachers' (NBCPETs) teaching efficacy beliefs. In total, 334 NBCPET participants completed a demographic questionnaire and survey that included the Teacher Efficacy Scale. From that group, 65 were randomly selected and interviewed. Participants described perceptions of their abilities to influence learning and perceptions of how their teaching effectiveness compared to non-board certified physical educators. Teacher Efficacy Scale scores of respondents revealed strong Personal Teaching Efficacy (PTE), and their PTE scores were higher than their General Teaching Efficacy scores. Most NBCPETs expressed confidence in their abilities to influence student learning. Emerging themes related to their perceptions about their own teaching success were as follows: differentiated instruction, persistence, connection with and care for students, and work in a content area conducive to influencing students. While comparing their own teaching effectiveness with non-NBCPETs, most participants articulated a propensity to reflect on practice, a deeper understanding of and commitment to teaching effectiveness, and greater motivation to excel. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2014 |
| Accession Number: | EJ1022188 |
| Database: | ERIC |
| Abstract: | The National Board of Professional Teaching Standards offers a voluntary advanced certification for K-12 teachers. The majority of teachers who pursue this professional development program live in the USA, although there are National Board Certified teachers across the globe. This study examined National Board Certified Physical Education Teachers' (NBCPETs) teaching efficacy beliefs. In total, 334 NBCPET participants completed a demographic questionnaire and survey that included the Teacher Efficacy Scale. From that group, 65 were randomly selected and interviewed. Participants described perceptions of their abilities to influence learning and perceptions of how their teaching effectiveness compared to non-board certified physical educators. Teacher Efficacy Scale scores of respondents revealed strong Personal Teaching Efficacy (PTE), and their PTE scores were higher than their General Teaching Efficacy scores. Most NBCPETs expressed confidence in their abilities to influence student learning. Emerging themes related to their perceptions about their own teaching success were as follows: differentiated instruction, persistence, connection with and care for students, and work in a content area conducive to influencing students. While comparing their own teaching effectiveness with non-NBCPETs, most participants articulated a propensity to reflect on practice, a deeper understanding of and commitment to teaching effectiveness, and greater motivation to excel. |
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| ISSN: | 1354-0602 |
| DOI: | 10.1080/13540602.2013.827360 |
