The association between competence and first-year employment in physical education

Yu Chun Chen; Lorraine Ann Jacques

doi:10.6222/pej.202012_53(4).0002

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P393 - 406

社会科学 > 体育学

DOI： 10.6222/pej

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The association between competence and first-year employment in physical education

准教师的能力与应届获得体育教师职务之关联性

陈芋君(Yu Chun Chen) ；洛林杰克斯(Lorraine Ann Jacques)

体育学报； 53 卷 4 期 (2020 / 12 / 01) ， P393 - 406

英文 DOI： 10.6222/pej.202012_53(4).0002

competence ； content knowledge ； pedagogical content knowledge ； fitness proficiency ； skill proficiency ； first-year employment ； job attainment in physical education ；能力；专业科目知识；教学内容知识；体适能程度；术科程度；获得体育教师

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摘要 │ 参考文献 (49) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

Introduction: There are two primary routes to become a physical education (PE) teacher in the United States of America: Through a traditional physical education teacher education (PETE) program and through an alternative teacher preparation program. Both require pre-service teachers (PTs) to pass state-specific and/or national examinations before a desired licensure can take place. Once completed the degree program and met examination requirements, PTs are eligible to apply for any PE positions at K-12 schools in the state (s). According to SHAPE America (2017), PTs should be able to demonstrate competence in six standards by the time they graduate from the PETE program. Previous research has indicated the use of content knowledge, pedagogical content knowledge, and fitness and skill proficiency to assess PTs' competence. However, limited research has been conducted to explore first-year employment after graduation or the relationship between PTs' competence and their job attainment in PE. This study intended to examine the association between PTs' competence and their first-year job attainment in PE. Methods: Participants were 31 PTs who completed their undergraduate degrees in the PETE program at a regional university in the southeastern USA between the 2015-16 and 2018-19 academic years. The participants' content knowledge in Kinesiology subdisciplines and health-related areas, content knowledge in sports/physical activities and skill proficiency, and pedagogical content knowledge were collected through the calculation of grade point average (GPA) in respective courses. The participants' fitness proficiency was evaluated using five testing items from Cooper Institute's Fitnessgram® and then categorized as ＂excellent＂, ＂acceptable＂ or ＂unacceptable＂ based on the number of passing scores. The participants' first-year employment was collected by asking whether or not they took a full-time PE teaching position in K-12 school settings via emails and phone calls. The three continuous and one categorical data, as independent variables, were analyzed to identify any significant relationship with the dependent variable (1 = employed in PE, 0 = not employed in PE) using a multiple logistic regression and Fisher's exact test. Results: The participants had the highest GPA in pedagogical content knowledge (3.55), followed by content knowledge in sports/physical activities and skill proficiency (3.53) and content knowledge in Kinesiology courses (3.11). There was an overall passing rate of 71% for the participants who demonstrated ＂excellent＂ and ＂acceptable＂ fitness proficiency. More than half of the participants (58.1%) became full-time PE teachers at K-12 school settings. Lastly, the participants' content knowledge, pedagogical content knowledge, and their fitness and skill proficiency had no significant effect on their first-year job attainment in PE. Conclusion: This study was limited to the small sample size, the use of Fitnessgram® as the assessment battery, and the title of the position defined. Future research could (a) collect a larger sample size with more than one PETE program across the USA or internationally, (b) administer a fitness test that has national criterion-referenced standards for college students, (c) define the position in a broader term such as ＂physical educator,＂ and (d) collect qualitative data to discover the various reasons whether or not and how they became physical educators. Such attempts may yield different results and produce a more appropriate representation of the target population in this line of research.

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参考文献 ( 49 ) 〈TOP〉

Askar, A.(2008).Educational competencies and their role in developing the performance of teachers of the future.University of Kirkuk Journal: Humanitarian Studies,3(2),174-195.
Ayers, S. F.(2002).Assessing subdisciplinary concept knowledge of pre-service physical education teachers.East Lansing, MI:National Center for Research on Teacher Learning.
Ayers, S. F.(2001).Columbia, SC,University of South Carolina.
Baghurst, T.,Mwavita, M.(2014).Evaluation, rationale, and perceptions regarding fitness testing in physical education teacher education programs.The Global Journal of Health and Physical Education Pedagogy,3(4),349-465.
Baghurst, T.,Richard, K.,Mwavita, M.,Ramos, N.(2015).Procedures and reasoning for skill proficiency testing in physical education teacher education programs.Cogent Education,2,1-12.

被引用文献 ( 1 ) 〈TOP〉

Ying-Lien Ni,Wen Hsin Chang,Che-Chun Kuo(2023)。When does workplace ostracism undermine college sports interns' organizational citizenship behavior? The buffering effect of psychological flexibility at work。体育学报，56(1)，17-34。

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