Socialization Into Teaching Physical Education – Acculturative Formation Of Perceived Strengths

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    We studied if and how gender, the histories of physical activity (PA) and success in physical education
    (PE) are related to pre-service class teachers’ (PCTs) perceived strengths in teaching PE (PSTPEs).
    Various backgrounds were considered to be environments of teacher socialization. The six data based
    categories of PSTPEs used in this study were: sportiness, teaching skills, positive attitude,
    encouragement, empathy and set no stress. The data from 386 first year Finnish PCTs were collected
    before their formal PE studies. Cross tabulation and binary logistic analyses were executed to expose the
    relationships and effects. The main findings of this study showed that pre-service teachers with more team
    oriented physical activity histories enter the formal teacher education perceiving to possess disciplinefocused
    teaching skills as their asset. On the contrary, the respondents with more individually oriented PA
    backgrounds perceived pupil- focused set no stress as their strength. Suggestive findings, that physically
    active, successful and team oriented pre-service teachers perceive more discipline-focused strengths
    (especially sportiness) while their colleagues with opposite histories perceived pupil-focused strengths
    (especially empathy) were also discussed. This study adds the existing data to information of the effects of
    acculturative formation of perceived strengths before the influence of formal teacher education studies in
    PE.
    Original languageEnglish
    JournalThe European Journal of Social & Behavioural Sciences
    Volume12
    Issue number1
    Pages (from-to)1683- 1695
    Number of pages13
    ISSN2301-2218
    DOIs
    Publication statusPublished - 17 Jan 2015
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences

    Cite this

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    title = "Socialization Into Teaching Physical Education – Acculturative Formation Of Perceived Strengths",
    abstract = "We studied if and how gender, the histories of physical activity (PA) and success in physical education(PE) are related to pre-service class teachers’ (PCTs) perceived strengths in teaching PE (PSTPEs).Various backgrounds were considered to be environments of teacher socialization. The six data basedcategories of PSTPEs used in this study were: sportiness, teaching skills, positive attitude,encouragement, empathy and set no stress. The data from 386 first year Finnish PCTs were collectedbefore their formal PE studies. Cross tabulation and binary logistic analyses were executed to expose therelationships and effects. The main findings of this study showed that pre-service teachers with more teamoriented physical activity histories enter the formal teacher education perceiving to possess disciplinefocusedteaching skills as their asset. On the contrary, the respondents with more individually oriented PAbackgrounds perceived pupil- focused set no stress as their strength. Suggestive findings, that physicallyactive, successful and team oriented pre-service teachers perceive more discipline-focused strengths(especially sportiness) while their colleagues with opposite histories perceived pupil-focused strengths(especially empathy) were also discussed. This study adds the existing data to information of the effects ofacculturative formation of perceived strengths before the influence of formal teacher education studies inPE.",
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    author = "Juha Valtonen and Jyrki Reunamo and Mirja Hirvensalo and Heikki Ruism{\"a}ki",
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    doi = "10.15405/ejsbs.151",
    language = "English",
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    pages = "1683-- 1695",
    journal = "The European Journal of Social & Behavioural Sciences",
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    }

    Socialization Into Teaching Physical Education – Acculturative Formation Of Perceived Strengths. / Valtonen, Juha; Reunamo, Jyrki; Hirvensalo, Mirja; Ruismäki, Heikki.

    In: The European Journal of Social & Behavioural Sciences , Vol. 12, No. 1, 17.01.2015, p. 1683- 1695.

    Research output: Contribution to journalArticleScientificpeer-review

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