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The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

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Bibliographic Details
Title: The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education
Language: English
Authors: Hovey, Kate, Niland, Diana, Foley, John T.
Source: Journal of Teaching in Physical Education. Jan 2020 39(1):18-27.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 10
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Outdoor Education, Student Participation, Program Effectiveness, Physical Education Teachers, Self Efficacy, Teacher Effectiveness, Teacher Education Programs
DOI: 10.1123/jtpe.2018-0288
ISSN: 0273-5024
Abstract: Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the "Survey of Self-efficacy for Teaching Outdoor Education." Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students' self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1240053
Database: ERIC
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Abstract:Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the "Survey of Self-efficacy for Teaching Outdoor Education." Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students' self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.
ISSN:0273-5024
DOI:10.1123/jtpe.2018-0288