The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the Academic Motivation Scale (AMS). The main reasons for specialising in primary physical education were sport and physical activity, confident interpersonal service, and role models. Pre-service teachers who were also completing health as a teaching method reported lower perceived demand than pre-service teachers who were completing other teaching methods. The strongest predictors of intrinsic motivation were choosing the specialisation because of confident interpersonal service, low perceived demand, and family reasons. The strongest predictors of extrinsic motivation were confident interpersonal service and low perceived demand reasons. The strongest predictors of amotivation were low perceived demand or low confident interpersonal service reasons

Stereotypes and self-perceptions of physical education pre-service teachers

Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (self-perceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers&rsquo; self-perceptions, stereotypes and socialisation into physical education.<br /

Are special needs qualifications and teaching experience factors in teacher attitudes towards collaborative action plans?

The purpose of this exploratory study was to ascertain if teachers who have special needs training or teaching experience have a statistically significant difference in their attitude towards the implementation of the Western Australian Education Department\u27s Collaborative Action Plans. Using a stratified random sampling method a sample of teachers (N = 2 x 50) was generated from regular primary schools and education support facilities within the Perth metropolitan area. Survey variables canvassed were source reliability, time, efficacy, collaboration, assessment measures, information types and summary issues. A mailed questionnaire produced a response rate of 66%. Survey data indicated that in terms of whom they would consult, 85% of teachers would consult with teachers, 89% would consult with parents. 56% would consult with the student and 84% would prefer to observe a student\u27s skill performance before referring to the Collaborative Action Plan. Using t-tests, a multi-variate analysis of variance and a post hoc Scheffe test, statistically significant differences (p.10 years) appear to be preventative. The results suggest that while teachers with special needs qualifications had a more positive attitude towards Collaborative Action Plans in some variables, the differences are insufficient to reject the null hypotheses. While Collaborative Action Plans present logistical, resource and pedagogical challenges in regular primary schools, in education support they are concomitant with existing practices. Given that this study used a small sample, further study about the implementation and utility of Collaborative Action Plans over time is recommended to clarify the veracity of the present study\u27s findings

Understanding Structure-Property Relationships in Deep Eutectic Solvents

There is a vital need for sustainable solvents that can effectively replace conventional organic solvents which are toxic and hazardous. Deep eutectic solvents (DESs) are a mixture of a hydrogen bond donor (HBD) and hydrogen bond acceptor (HBA) which results in a depressed melting temperature significantly below the parent compounds. They can be made from cheap and renewable resources, and have advantageous properties, such as wide liquidus and electrochemical windows, nonflammibility, and nontoxicity. However, the current state of DESs has some general drawbacks including high viscosity and low ionic conductivity compared to conventional solvents which reduces their appeal for commercial use. However, there are an estimated 1019 possible DESs that have yet to be explored. In order to rationally investigate these options, a fundamental understanding of structure-property relationships should be established. Therefore, this dissertation seeks to understand how composition, local structure and dynamics, and interactions affect the macroscopic properties observed. Here, we study two DESs in unprecedented detail: Ethaline, a 33mol% choline chloride (ChCl) in ethylene glycol, and Glyceline, 33mol% ChCl to glycerol. We observed that for both DESs, ChCl weakens but does not fully disrupt the hydrogen bonded network of the neat HBD. This led to an increase in the rate of dynamics and therefore decrease in melting/glass temperature. The trends in other properties were somewhat different between the two DESs. In Glyceline, the fluidity, ionic conductivity, and dynamics were all enhanced at the eutectic point. In Ethaline, we found that the actual eutectic composition is in the 15-20mol% ChCl in ethylene glycol range. Additionally, the dynamics and ionic conductivity are enhanced in this range, but not the fluidity (previously reported)

Thermal Reversibility of Silicic Acid Gels

The purpose of this research paper is to find out whether a silicic acid gel may be made which will be reversible with respect to temperature; that is, whether there is a gel which may be liquefied by heating or cooling

Caregivers' experiences with the new family‐centred paediatric physiotherapy programme COPCA : a qualitative study

Caregivers' experiences during early intervention of their infant with special needs have consequences for their participation in the intervention. Hence, it is vital to understand caregivers' view. This study explored caregivers' experiences with the family-centred early intervention programme "COPing with and CAring for infants with special needs" (COPCA)