Preservice teachers' belief systems toward curricular outcomes for physical education.
This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical "tensions" are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs.
Division of Educational Leadership and Innovation at Arizona State University, Mesa, AZ 85212, USA. pkulinna@asu.edu
Pamela Hodges
PH
Kulinna
Timothy
T
Brusseau
Matthew
M
Ferry
Donetta
D
Cothran
D000293:Adolescent; D000328:Adult; D001290:Attitude; D003479:Curriculum; D005178:Faculty; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D008875:Middle Aged; D010806:Physical Education and Training; D014481:United States; D055815:Young Adult