Magill, C, Cronin, C, Polman, R and Rudd, J (2024) Exploration of the Longitudinal Development of Physical Education Teacher Efficacy: Understanding the Key Influences Impacting Preservice Teachers. Journal of Teaching in Physical Education. pp. 1-8. ISSN 0273-5024

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Abstract

Purpose: The purpose of this study is to investigate the longitudinal development of physical education (PE) teacher efficacy (TE) of preservice teachers. Method: Participants included 287 preservice teachers from six U.K. higher education institutions. Data were collected over 3 years using an online questionnaire that included a validated PE teaching efficacy scale with the same preservice teachers. Primary analysis included a one-way analysis of variance to examine variances across institutions, gender, and time, followed by four multilevel linear regression models using MLwiN. Results: No significant mean score differences were found in PE TE between entry point and program completion, F(5, 282) = 1.29, p = .268; F(5, 283) = 0.66, p = .65. Yet, significant differences in PE TE concerning gender, teaching, coaching, and voluntary experiences were found at the intralevel (p < .01). Discussion: The professionalization phase did not lead to significant advancements in PE TE. Findings support the necessity of a PE efficacy development model during professionalization.

Item Type:	Article
Additional Information:	Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2024, https://doi.org/10.1123/jtpe.2024-0006. © Human Kinetics, Inc.
Uncontrolled Keywords:	1302 Curriculum and Pedagogy; Sport Sciences
Subjects:	L Education > L Education (General) R Medicine > RC Internal medicine > RC1200 Sports Medicine R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine > RA0440 Study and Teaching. Research
Divisions:	Sport and Exercise Sciences
Publisher:	Human Kinetics
SWORD Depositor:	A Symplectic
Date Deposited:	20 Nov 2024 14:23
Last Modified:	20 Nov 2024 14:56
DOI or ID number:	10.1123/jtpe.2024-0006
URI:	https://researchonline.ljmu.ac.uk/id/eprint/24826

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