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The influences on teaching perspectives of Australian physical education teacher education students: the First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) study
The Australian Journal of Teacher Education
  • Brendon P Hyndman, Charles Darwin University
  • Shane Pill, Flinders University
Document Type
Article
Publication Date
1-1-2016
Peer Reviewed
Peer-Reviewed
Abstract
There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) and PETE students from rural backgrounds (compared to regional) had significantly higher average summary scores for the transmission (content-oriented) teaching perspective. This paper provides reflective opportunities for teacher training programs of the underlying core teaching values (beliefs and intentions) of students at the entry point of PETE training.
Disciplines
Citation Information

Hyndman, B & Pill, S in 2016, 'The influences on teaching perspectives of Australian physical education teacher education students: the First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) study', The Australian Journal of Teacher Education, vol. 41, no. 5.

Article available on Open Access