An investigation of pre-service and primary school teachers' perspectives of PE teaching confidence and PE teacher education

Abstract

Recent literature has indicated that many primary school teachers lack confidence about teaching physical education (PE) and it has been suggested that a major contributing factor is the quality of PE teacher education (PETE) they receive. The current study aimed to investigate the levels of PE teaching confidence of both pre-service (n=422)and in-service (n=63) primary school teachers and their perceptions regarding the adequacy of their PETE. The analysis focused on the relationship between respondents' PE teaching confidence and their perceived quality of PETE for individual PE content areas. A subsidiary aim was to explore teacher perceptions of the strengths and weaknesses of their PETE and to consider their suggestions for the improvement of PETE. Results indicated that teachers possessed only moderate levels of confidence to teach PE and did not consider their PETE to be effective in preparing them to teach PE. Significant relationships were found between PE teaching confidence and perceptions about PETE for all PE content areas examined. Gender and cohort differences were also apparent. Results are discussed in light of recommendations for PETE and professional development for teachers