Preliminary communication

https://doi.org/10.15291/ai.3878

TEACHERS' COMPETENCIES REQUIRED FOR CONDUCTING PHYSICAL EDUCATION CLASSES

Jelena Alić orcid.org/0000-0002-5460-9618 ; Department of Teacher Education, University of Zadar, Zadar, Croatia
Nina Petković ; Catholic Primary School "Ivo Mašina", Zadar, Croatia
Gordana Ivković ; Center for Student Sports and Exercise, University of Zadar, Zadar, Croatia

Abstract

The teacher’s competencies in the classroom for the Physical education area are divided into generic and subject-specific. Generic competencies refer to general competencies and include theoretical and practical knowledge, while subject-specific competencies refer to the application of knowledge of the substrate science of the subject area in order to perform the set tasks. In previous research, statistically significant differences were found between the assessment of the level of competencies of teachers and students. The aim of this research was to determine the level of competencies of teachers and students required for conducting Physical Education (PE) classes and to determine the differences in the level of assessed competencies between teachers and students. The participants in the research were primary school teachers from Dubrovnik and students of fifth year from Department for Teacher Education. The level of teacher and student competencies for the implementation of PE classes was assessed indirectly using the Croatian version of the Competencies in Physical Education Teaching: Questionnaire (Al-Tawel and AlJaafreh, 2017). The results of the research showed that teachers assess their overall competencies as extremely high (AM = 4.52) and students as high (AM = 4.23). Regarding the subscales of the questionnaire, it was obtained that teachers rate their competencies for the implementation (AM = 4.34), and planning of the PE class (AM = 4.30) as high, and motivational competencies (AM = 4.85) and personal and social competencies (AM = 4.60) as extremely high. Students rate their implementation competencies (AM = 4.22), planning competencies (AM = 4.00) and personal and social competencies (AM=4.17) as high, and motivational competencies rated extremely high (AM = 4.51). Testing the differences, it was determined that there are statistically significant differences in three subscales: competencies required for conducting a PE class, motivational competencies, and personal and social competencies. Teachers rate their competencies for these three subscales higher than students. Furthermore, research has established that examinees share the opinion that during the teachers' study more practice of Kinesiology areas should be introduced to improve and enhance their competence necessary to implement the PE classes. The results of the research can help to design a more effective curriculum of Teacher Education aimed at improving the competencies that will be acquired by future primary school teachers.

Keywords

competencies; students; teachers; Physical Education; differences

Hrčak ID:

285127

URI

https://hrcak.srce.hr/285127

Publication date:

21.8.2022.

Article data in other languages: croatian

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