An examination of Greek physical educators’ implementation and perceptions of Spectrum teaching styles (original) (raw)
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This study is aimed at examining physical education student teachers' experiences with, beliefs about, and intention to use Spectrum teaching styles in the future . Two hundred and eighty eight Physicak Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward's (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers' conceptions about their students' learning process influenced by their prior experiences as school students.
Physical education student teachers’ experiences with and perceptions of teaching styles
This study is aimed at examining physical education student teachers’ experiences with, beliefs about, and intention to use Spectrum teaching styles in the future (Mosston & Ashworth, 2002). Two hundred and eighty eight Physical Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward’s (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers’ conceptions about their students’ learning process influenced by their prior experiences as school students.
Physical education teachers’ self-reported use and perceptions of various teaching styles
Learning and Instruction, 2003
Increasing recognition of the constructivist nature of learning as well as the diversity of student learning styles highlights the need for teachers to use different teaching styles. Unfortunately, little is known about teachers' use and perception of various teaching styles. The purpose of this study was to explore physical education teachers' self-reported use and perceptions of various teaching styles. Participants were 212 physical education teachers representing a variety of elementary and secondary school settings. Teachers had significantly different experiences in the use and perceptions of the different teaching styles. Their perceptions also differed according to self-rated teaching ability related to using the styles.
Self-reported and observed teaching styles of Swedish physical education teachers
Curriculum studies in health and physical education, 2018
Physical education scholars have identified a number of factors that affect how teachers translate policy into practice. It is becoming clear that to create learning experiences that reflect the intention of guiding documents, teachers need to employ appropriate teaching styles. The aim of this paper was to determine whether the teaching styles used by a group of PE teachers provide opportunities for students to meet objectives relating to creativity, problem solving, personal responsibility and independence. The first part of the investigation involved the use of a questionnaire based on Mosston and Ashworth's Spectrum of Teaching Styles (Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). Boston: Benjamin Cummings. (United States). The second part involved observations of six primary and middle school teachers' physical education lessons. The results suggest that PE teachers may not use different pedagogies for different reasons. The paper is concluded with a consideration of how a teaching styles framework can help teachers to meet diverse curriculum objectives.
World Journal of Education, 2019
The purpose of this research is to determine the using of teaching styles of physical education teachers in public andprivate schools in Turkey and related to these styles to find out the value perceptions. The research was performedout with survey model. The research group consisted of simple random sampling method based on the probabilitysampling methods 2017-2018 Academic Year in Turkey in Kayseri province 109 of them work at public schools and47 of them work at private schools and totally 156 physical education teachers. As the data collection tool the“Physical Education Teachers Use of Teaching Styles and Perceptions of Styles Questionnaire”, developed byKulinna and Cothran (2003) and adapted to Turkish by Ince and Hunuk (2010), was used in the research. In theanalysis of the data the Arithmetic mean, standard deviation, independent t-test and variance analysis tests were usedfor repeated measurements. The meaningfulness level was adopted as α=0.05. As a result of the research,...
2021
In this study, the relationship using Mosston and Ashworth's teaching styles of physical education teachers and their using intensities regarding stills were examined according to their gender, experience, and serving in public and private schools. In collecting, analyzing, and interpreting the study data, a qualitative study paradigm was utilized. In the scope of study, semi-structured interview was made with 23 physical education teachers selected by purposeful sampling. According to the result of data analysis, while physical education teachers were taught lessons, it was revealed that they teaching-centered teaching styles. In addition, when the teaching styles of physical education teachers are evaluated in the context of intercode relationships, it was revealed that they used the most frequently the styles related to "Command-A-Reciprocal-C" "Command-A-Practice-B". Intercode relationships decreases from teaching-centered teaching styles to learning-centered teaching styles. Especially, it was revealed that "Self-Teaching-K" and "Convergent and Divergent Discovery-G/H" styles, among learning-centered teaching styles, were not related to the other styles at all. Teaching styles teachers use is an indicator of that teaching-centered education are more prominently given. In addition, the intensities using Mosston and Ashworth's teaching styles of the teachers according to the gender, experience, serving in the public and private schools were identified. Contribution/ Originality: This research reveals which teaching styles are used in relation to physical education teachers while teaching their lessons. When evaluated in terms of originality, it reveals the relationship between the teaching styles that physical education teachers mostly apply in qualitative terms.
Journal of Teaching in Physical Education, 2011
The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded to an electronic questionnaire accessed through a link delivered to them by e-mail. The instrument included background information items (gender, teaching experience, education, school level, mean class size) and questions pertaining to ‘teacher use’ and ‘perceived benefits to students’ of the various teaching styles. The results of the study revealed that teachers used the command and practice styles of teaching most frequently and the self-check and convergent discovery styles least frequently. The trend was to use more teacher-centered than student-centered styles. The teachers perceived the practice and divergent production styles as mos...
Preservice Physical Education Teachers’ Use of Reproduction and Production Teaching Styles
European Journal of Education and Pedagogy
Having Mosston’s (1966) and Mosston’s & Ashworth’s (2008) “Spectrum of Teaching Styles” as a guiding tool, research on teaching styles in physical education has being rising for over 50 years. The spectrum offers a variety of teaching styles to be used by teachers, which fall into two broad categories: the rather teacher-centered reproduction styles and the rather student-centered production styles. This paper is part of a larger scale study for teaching effectiveness, in which teaching components were examined. The purpose of this study was to investigate preservice teachers’ preferences of teaching styles during student teaching in public schools. For that purpose, a convenient sample of 16 students of a private University in Cyprus, participated in this study. All students took physical education pedagogy class I and then physical education pedagogy class II, which included student placement in secondary public schools for student teaching purposes. Students were taught Mosston’s...
Self-reported teaching styles of Australian senior physical education teachers
Your article is protected by copyright and all rights are held exclusively by Australian Curriculum Studies Association. This eoffprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com". Abstract The main purpose of this paper was to present the findings of research completed on the reported teaching styles (based on the work of Mosston and Ashworth 2002) that 110 teachers of Queensland Senior Physical Education believed they used, and to establish how often they believed they used them. Participants included 110 secondary school physical education teachers of years 11 and 12 in the Australian state of Queensland. Data were collected using an adaption of the Kulinna et al. (Measurement in Physical Education and Exercise Science, 7(1): 25-41, 2003) and the Cothran et al. (Research Quarterly for Exercise and Sport, 76(2) 193-201, 2005) instrument which required participants to read 11 scenarios describing the teaching styles from the Spectrum of Teaching Styles introduced by Mosstion and Ashworth above. The teachers in this study reported using a range of styles from both the reproduction and production clusters. The findings of this study indicate that numerous factors may influence teachers' reported use of teaching styles, and that further research is necessary to confirm if teachers are able to accurately report on the teaching styles they use.