Association between Teacher Candidates’ Competency and  First-Year Employment in Physical Education: A Comparison Study

YuChun Chen; Brian Myers

doi:10.30564/jiep.v4i3.4169

Association between Teacher Candidates’ Competency and First-Year Employment in Physical Education: A Comparison Study

YuChun Chen (Western Kentucky University)
Brian Myers (Western Kentucky University)

Article ID: 4169

DOI: https://doi.org/10.30564/jiep.v4i3.4169

Abstract

Physical education teacher education (PETE) programs prepare teacher candidates to be competent and employed in P-12 school settings. This study examined the relationship between competency and first-year job obtainment in physical education (PE). Participants included 111 teacher candidates from two schools. Participants’ competency in content knowledge in Kinesiology and sub-disciplines (CKKH), content knowledge in sport and skill proficiency (CKSP) and pedagogical content knowledge (PCK) and first-year job obtainment in PE were collected. Descriptive statistics, independent-samples t tests, and multiple logistic regressions were used to analyze the data. The overall sample showed participants were most competent in PCK, followed by CKSP and CKKH. Female participants were more competent in PCK than their male counterparts, and those at School A performed better in CKSP and PCK than their peers at School B. As a sample, more than half of the participants (55.9%) obtained PE jobs. There was a significance between the overall sample and female participants’ competency in CKKH and their first-year employment in PE. This study was limited by sample size, variances in courses between the two schools, and by the defined timeline to clarify first-year PE employment. Implications regarding the importance of CKKH and first-year employment were discussed.

Keywords

Teacher education; Physical education teacher education; Content knowledge; Pedagogical content knowledge; Competence; Job attainment

Full Text:

PDF

References

[1] Council for the Accreditation of Educator Preparation. (n.d.). SHAPE America Physical Education. Retrieved from http://caepnet.org/accreditation/caep-accreditation/spa-standards-and-report-forms/shape-america-physed

[2] Teacher.org. (n.d.). How to become a P.E. teacher. Retrieved from https://www.teacher.org/career/pe-teacher/

[3] ETS. (n.d.). Kentucky test requirements. Retrieved from https://www.ets.org/praxis/ky/requirements/

[4] Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen, & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Hogrefe & Huber.

[5] SHAPE America – Society of Health and Physical Educator. (2017). National standards for initial physical education teacher education. Retrieved from https://www.shapeamerica.org/accreditation/upload/2017-SHAPE-America-Initial-PETE-Standards-and-Components.pdf

[6] Ayers, S. F. (2001). Development of instruments to assess the subdisciplinary concept knowledge of physical education students. Unpublished doctoral dissertation, University of South Carolina, Columbia, SC.

[7] Ayers, S. F. (2002). Assessing subdisciplinary concept knowledge of pre-service physical education teachers. National Center for Research on Teacher Learning.

[8] Barnett, B. E., & Merriman, W. J. (1994). Knowledge of physical fitness in prospective physical education teachers. Physical Educator, 51(2), 74-77.

[9] Disch, J. G., Santiago, J. A., & Morales, J. (2012). Elementary physical education teachers’ content knowledge of physical activity and health-related fitness. Physical Educator, 69, 395-412.

[10] Losch, S. H., & Strand, B. (2004). An analysis of the knowledge and fitness levels of physical education teacher education majors. Research Quarterly for Exercise and Sport, 75(1), A-73.

[11] Miller, M. G., & Housner, L. (1998). A survey of health-related physical fitness knowledge among pre-service and in-service physical educators. Physical Educator, 55(4), 176-184.

[12] Petersen, B., Byrne, H., & Cruz, L. (2003). The reality of fitness for pre-service teachers: What physical education majors “know and can do.” Physical Educator, 60(1), 5-18.

[13] Santiago, J. A., Morales, J., Disch, J. G., & Morrow, J. R. (2016). Preservice physical education teachers’ content knowledge of physical activity and health-related fitness. International Council for Health, Physical Education, Recreation, Sport and Dance Journal of Research, 86-100.

[14] Santiago, J. A., & Morrow, J. R. (2021). A study of preservice physical education teachers’ content knowledge of health-related fitness. Journal of Teaching in Physical Education, 40(1), 118-125. DOI:10.1123/jtpe.2019-0138

[15] Chen, Y., & Jacques, L. A. (2020). The association between competence and first-year employment in physical education. Physical Education Journal, 53(4), 393-406. DOI:10.6222/pej.202012_53(4).0002

[16] Tsuda, E., Ward, P., Li, Y., Higginson, K., Cho, K., He, Y., & Su, J. (2019). Content knowledge acquisition in physical education: Evidence from knowing and performing by majors and nonmajors. Journal of Teaching in Physical Education, 38(3), 221-232. DOI:10.1123/jtpe.2018-0037

[17] Baghurst, T., Richard, K., Mwavita, M., & Ramos, N. (2015). Procedures and reasoning for skill proficiency testing in physical education teacher education programs. Cogent Education, 2(1), 1-12. DOI:10.1080/2331186X.2015.1111716

[18] Blackshear, T. B., Barton, A. T., & Moxley, J. (2019). The evaluation of student fitness levels in exercise science and physical education teacher education programs. Quest, 71(1), 21-41. DOI:10.1080/00336297.2018.1487309

[19] Chen, C., Holmes, M. E., Wood, K., Ryuh, Y., & Kulinna, P. H. (2020). Are you better than a 12-year-old student? A pilot study to explore physical literacy in preservice physical education teachers. Physical Educator, 77(1), 130-153.

[20] Kamla, J., Snyder, B., Tanner, L., & Wash, P. (2012). Are physical education majors models for fitness? Southeastern Regional Association of Teacher Educators (SRATE) Journal, 22(1), 1-16.

[21] Webster, C. A., Webster, L., Cribbs, J., Wellborn, B., Lineberger, M. B., Doan, R. (2014). The relationship between preservice teachers’ health-related fitness and movement competency in gymnastics. Physical Educator, 71, 203-217.

[22] Chen, A. (2004). Learning the skill theme approach: Salient and problematic aspects of pedagogical content knowledge. Education, 124, 194-212.

[23] McCaughtry, N., & Rovegno, I. (2003). “Development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education 22(4), 355-368.

[24] Rovegno, I. (1992). Learning to teach in a field-based method course: The development of pedagogical content knowledge. Teaching and Teacher Education, 8, 69-82.

[25] Rovegno, I. (1994). Teaching within a curricular zone of safety: School culture and the situated nature of student teachers’ pedagogical content knowledge. Research Quarterly for Exercise and Sport 65(3), 269-279.

[26] Rovegno, I. (1995). Theoretical perspectives on knowledge and learning and a student teacher’s pedagogical content knowledge of dividing and sequencing subject matter. Journal of Teaching in Physical Education 14(1), 284-304.

[27] Sebren, A. (1995). Preservice teachers’ reflection and knowledge development in a field-based elementary physical education methods course. Journal of Teaching in Physical Education, 14(3), 262-283.

[28] Sutherland, S., Stuhr, P. T., & Ayvazo, S. (2016). Learning to teach: Pedagogical content knowledge in adventure-based learning. Physical Education and Sport Pedagogy, 21(3), 233-248.

[29] Chang, S. H., Ward, P., Goodway, J. D. (2020). The effect of a content knowledge teacher professional workshop on enacted pedagogical content knowledge and student learning in a throwing unit. Physical Education & Sport Pedagogy, 25(5), 493-508.

[30] Kim, I., & Ward, P. (2021). Changes in the content development and adaptive competence of teachers following a specialized content knowledge workshop. Journal of Teaching in Physical Education, 40(4), 626-634.

[31] Stanford Center for Assessment, Learning and Equity. (2015). edTPA physical education assessment handbook. Retrieved from https://www.eiu.edu/ksr/K-12%20Physical%20Education%20edTPA%20Handbook%202015-1.pdf

[32] Putnam, T., Newton, M., Brusseau, T., Burns, R., Ziegenfuss, D., & Franklin, J. (2021). The preservice teacher competency performance scale: A standards-based assessment scale to track teacher competency during a PETE preparation program, Journal of Physical Education, Recreation & Dance, 92(6), 28-33. DOI:10.1080/07303084.2021.1936306

[33] Wright, S. C., & Grenier, M. (2019). An exploratory study of physical education teacher education graduates’ job histories. Research Quarterly for Exercise and Sport, 90(4), 555-566.

[34] Jenkins, A., Caputo, J. L., & Farley, R. S. (2005). Physical description and job attainment in physical education. Physical Educator, 62(2), 96-102.

[35] Melville, D. S., & Cardinal, B. J. (1997). Are overweight physical educators at a disadvantage in the labor market? A random survey of hiring personnel. Physical Educator, 54(4), 216-221.

[36] Alreck, P. L., & Settle, R. B. (2004). The survey research handbook (3rd ed.). McGraw-Hill.

Refbacks

There are currently no refbacks.