Magill, C, Cronin, C, Walsh, B, Polman, R and Rudd, J (2023) Teaching efficacy of undergraduate PE students; what are the key predictors and what can PE educators learn from this? Frontiers in Education, 8.

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Abstract

Introduction
Teaching efficacy describes the belief in a teacher's ability to promote learning and this belief is an invaluable asset for all teachers. This study examined the contextual influences that predict the teaching efficacy of first-year undergraduate PE students wishing to enter teacher training programs.
Method
Using a mixed methods study design, 168 PE students completed an online questionnaire and 16 of these participants took part in semi-structured focus groups. The data collection procedures investigated students' perceptions of PE teaching efficacy and examined students' awareness of how their involvement in PE or sports influenced their decision to study PE.
Results
Teaching experiences and role model influences were the key predictors of students' perceived PE teaching efficacy.
Discussions
We recommend that higher education PE programs should facilitate theoretically informed reflective learning opportunities to enable students to understand and make sense of the impact of these key predictors. These opportunities will enable students to understand their starting point in PE teaching efficacy and identify the requirements to develop it. The study extends the existing literature by identifying the key predictors of PE teaching efficacy derived from the acculturation experiences of undergraduate PE students.

Item Type:	Article
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Sport & Exercise Sciences
Publisher:	Frontiers Media SA
SWORD Depositor:	A Symplectic
Date Deposited:	27 Jul 2023 09:58
Last Modified:	27 Jul 2023 10:00
DOI or ID number:	10.3389/feduc.2023.1166613
URI:	https://researchonline.ljmu.ac.uk/id/eprint/20533

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