Teaching Skills Assessment in Initial Teacher Training in Physical Education

José Luis Aparicio-Herguedas, Jairo Rodríguez-Medina, Juan Carlos González-Hernández and Antonio Fraile-Aranda
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José Luis Aparicio-Herguedas: Faculty of Education, University of Valladolid, 40005 Segovia, Spain
Jairo Rodríguez-Medina: Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain
Juan Carlos González-Hernández: Faculty of Education, University of Valladolid, 47011 Valladolid, Spain
Antonio Fraile-Aranda: Faculty of Education, University of Valladolid, 47011 Valladolid, Spain

Sustainability, 2020, vol. 12, issue 22, 1-12

Abstract: This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education . A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education.

Keywords: initial teacher training; teaching skills assessment; program assessment; physical education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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