Exploring the teaching perspectives of Australian pre-service and graduate physical education teachers

Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian preservice and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives and the proportions of dominant and recessive teaching perspectives were identified within both groups. Independent t-tests and multivariate chi-square statistical tests were conducted to compare mean teaching perspective scores and proportions of dominant and recessive teaching perspectives. The findings revealed that graduate physical education teachers had significantly higher average scores for the apprenticeship, developmental and social reform teaching perspectives. The nurturing teaching perspective was the most common dominant teaching perspective and the social reform teaching perspective was the most common recessive teaching perspective for both pre-service and graduate physical education teachers. The findings suggest that teacher training programs have the ability to develop and inform knowledge of teaching approaches to facilitate higher scores for a broader range of teaching perspectives in comparison to pre-service teachers commencing their teacher training.

目前针对澳大利亚体育教育工作者的教学信念（teaching beliefs）与教学意向（teaching intentions）的相关研究仍较为匮乏，已有的相关研究多采用质性（qualitative）研究方法。本研究旨在填补该领域的研究空白，探讨澳大利亚职前体育教师（preservice physical education teachers）与毕业入职体育教师（graduate physical education teachers）在教学观（teaching perspectives）上的差异。教学观量表（Teaching Perspectives Inventory, TPI）被应用于本次调研，调研对象包括105名职前体育教师（n=105）与37名毕业入职体育教师（n=37）。该量表的每个条目均对应五种核心教学观：学徒制取向（apprenticeship）、发展取向（developmental）、滋养取向（nurturing）、社会改革取向（social reform）与传递取向（transmission）。研究人员针对五种教学观分别计算了平均得分，并确定了两组受试者中主导型教学观（dominant teaching perspectives）与从属型教学观（recessive teaching perspectives）的占比情况。本研究采用独立样本t检验（independent t-tests）与多变量卡方统计检验（multivariate chi-square statistical tests），对两组的平均教学观得分及主导型与从属型教学观的占比进行比较分析。研究结果显示，毕业入职体育教师在学徒制取向、发展取向与社会改革取向这三类教学观上的平均得分均显著高于职前体育教师。对于职前与毕业入职体育教师两组而言，滋养取向教学观均为最普遍的主导型教学观，而社会改革取向教学观则为最普遍的从属型教学观。研究结果表明，相较于尚未启动教师培训的职前教师，教师培训项目能够帮助学习者拓展并深化教学方法相关知识，从而使其在更广泛的教学观维度上获得更高得分。