The Professional Competencies of Physical Education Teachers from North-Eastern Italy
Keywords:
physical education, teachers, professional areas, perceived competences
Abstract
This cross-sectional study was designed to evaluate the self-perceived professional competences of Italian physical education (PE) teachers. For this purpose, a self-administered questionnaire has been designed to
examine a broad scope of general and subject-specific competences. The participants, 484 Italian PE teachers from the north-eastern part of Italy, evaluated their professional competences on a four-level Likert scale. Factor analysis is used for the examination of the internal structure of the competence field. The results show that the self-perception of their competence profile was quite complex, consisting of 13 factors, which together
explain 51.1% of the total variance. Didactic approaches, which represent the first factor and explain 31.3% of the total variance, seem to be the most informative for their estimations of how effectively they can teach their
specific subject. The teachers feel insufficiently competent in some general areas, such as the use of information and communications technology, communication in foreign language, scientific research work, initiative, and entrepreneurial spirit. They do not have sufficient abilities to bring to PE the recent sports activities in which teenagers currently participate in their free time. The outcomes of the present study may aid in the future updating of PE teacher education study programmes and the designing of a creative system of lifelong training programmes.
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References
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Ministero dell’Istruzione, dell’Università e della Ricerca (2013). Alunni con cittadinanza non italiana. Approfondimenti e analisi [Pupils with non-Italian citizenship. Insights and analysis]. Milano: Fondazione ISMU. Retrieved from http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/b80b747b-7336-4a76-9777-5373cfc79060/ alunni_con_cittadinanza_non_italiana.pdf
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OECD (2009). Creating effective teaching and learning environments. First results from TALIS. Paris: OECD Publications. Retrieved from http://www.oecd.org/dataoecd/17/51/43023606.pdf
Pate, R. R., Baranowski, T. O. M., Dowda, M., & Trost, S. G. (1996). Tracking of physical activity in young children. Medicine and Science in Sports and Exercise, 28(1), 92–96.
Pazo Haro, C. I., & Tejada Mora J. (2012). Las competencias profesionales en Educaciòn Fisica [The professional competences in Physical education]. Nuovas tendencias en Educaciòn Fisica, Deporte y Recreatiòn, 22, 5–8.
Peklaj, C. (2015). Teacher competences through the prism of educational research. CEPS Journal, 5(3), 183–204.
Romero Cerezo, C. (2009). Definiciòn de mòdulos y competencias del maestro con menciòn en Educaciòn fisica [Modules and competences of the physical education teacher]. Revista Internacional de Medicina y Ciencas de la Actividad Fisica y el Deporte, 9(34), 179–200.
Cerezo, R., Sanchez, Z., Romero Rodriguez, M. N., & Martinez Lopez, E. J. (2011). Importancia de las competencias profesionales de los Maestros en Educaciòn Fìsica expresadas por los estudiantes [Importance of the professional competences of the primary teachers in physical education expressed by the students]. Retos. Nuevas tendencias en Educaciòn Fisica, Deporte y Recreaciòn, 19, 62–68.
Romero Granados, S., & Campos Mesa, M. C. (2010). Los egresados de magisterio especialistas de educaciòn fisica y sus competencias [The higher education graduates of physical education teachers and their competences]. Journal of Sport and Health Research, 2(2), 167–182.
Saenz-Lopez Bunuel, P., Carmona Marquez, J., Coronel Llamas, J. M., Funtes-Guerra, J. G., Sierra Robles, A., & Castillo Viera, E. (2009). La percepciòn de la evoluciòn en las competèncias en el alumnado de mà ster ed educaciòn fisico-deportiva [The opinion about the evolution in the student skills in the physical education and sports master]. Revista de Ciencias del Deporte, 5(3), 123–135.
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Turri, M., & Ceccato, D. (2009). Gli insegnanti e le TIC nella scuola trentina. Indagine sull’utilizzo e la conoscenza delle tecnologie dell’informazione e della comunicazione [Teachers and ICT in the Trentino school system. Survey on the use and knowledge of information and communication technologies]. Retrieved from http://www.vivoscuola.it/c/document_library/get_file?uuid=fd460266-a033-4ba2-b426-3c471aff9d88&groupId=10137
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Vitali, F., & Spoltore, L. (2010). Da un’esigenza sociale ad una figura professionale: competenze e spazi di occupabilità del laureato in Scienze Motorie [From social needs to professional figure: competences and employability of the graduate in The Sport Science]. Giornale Italiano di Psicologia dello Sport, 8, 32–42.
Campos Mesa, M. C., Ries, F., & Del Castillo, O. (2011). Analisis de las competencias adquiridas y utilizadas por los ERINO agresados maestros en educaciòn Fisica [Analisys of the competences acquired and used by graduated teachers in physical education]. Revista Internacional de Cencias del Deporte, 24(7), 216–229.
Carraro, A., Bertollo, M., Lanza, M., & Zocca, E. (2003). Nodi epistemologici nella formazione degli insegnanti di educazione fisica [Epistemological dilemmas in physical education teachers’ training]. Formazione & Insegnamento, Organo ufficiale della SSIS del Veneto, 1/2 – 2003.
Deakin Crick, R. (2008). Pedagogy for citizenship. In F. Oser & W. Veugelers (Eds.), Getting involved: Global citizenship development and sources of moral values (pp. 31-55). Rotterdam: Sense Publishers.
European Commission (2005). Common European principles for teacher competences and qualifications. Retrieved from http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf
European Commission (2012). Rethinking education: Investing in skills for better socio-economic outcomes. COM(2012) 669/3.
European Commission (2013). Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
European Commission (2015). Education and training. Monitor 2015. Retrieved from http://ec.europa.
eu/education/monitor
Eurydice (2002). Key competences – a developing concept in general compulsory education. Brussels: Euryidice.
Eurydice (2003). Defining competences and curriculum. European reference points for the teaching profession. Prepared by Eurydice for study visit (England, April 2003).
Eurydice (2011). Key data on learning and innovation through ICT at school in Europe 2011. Retrieved
from http://eacea.ec.europa.eu/education/eurydice/key_data_en.php
Farinelli, F. (2010). Competenze e opinioni degli insegnanti sull’introduzione delle TIC nella scuola italiana [Teachers’ competences and opinions about the introduction of ICT in the Italian school system]. Programma Education, Fondazione Giovanni Agnelli Working paper, 29(3), 1–37.
Floden, R. E., Richmond, G., Drake, C., & Petchauer, E. (2017). How teacher education can elevate teacher quality: Evidence from research. Journal of Teacher Education, 68(4), 360–362.
Gallardo, A. M. (2006). Evaluating professional competences for labor placement of the physical education teacher. Electronic Journal of research in Educational Psychology, 10(3), 469–492.
Gargiulo, L., Adamo, D., Bologna, E., Iannucci, L., Orsini, S., & Tinto, A. (2015). Stili di vita non salutari: fumo, eccesso di peso, sedentarietà , consumo di alcol. Qualità della vita in Italia: venti anni di studi attraverso l’indagine Multiscopo dell’Istat [Unhealthy lifestyles: Smoking, excess weight, inactivity, alcohol consumption. Quality of life in Italy: The Istat twenty-year-long survey Multiscopo]. Retrieved from https://www.istat.it/it/archivio/145432
Gianferrari, L. (2009). Profilo professionale e competenze dei docenti neoassunti [Professional profile and skills of newly employed teachers]. Torino: Fondazione Giovanni Agnelli.
Gianferrari, L. (2010). I docenti neo-assunti nella scuola che deve affrontare i mutamenti epocali. [Newly employed teachers in the school system that faces epochal changes]. Torino: Fondazione Giovanni Agnelli.
Gonzales, J., & Wagenaar, R. (2003). Tuning educational structures in Europe. Final report. Bilbao: Universidad de Deusto.
Hardman, K. (2008). The situation of physical education in schools: An European perspective. Human Movement, 9(1), 1–14.
Hardman, K., Klein, G., Patriksson, G., Rychtecky, A., & Da Costa, F. C. (2008). Implementation of the Bologna Process and model curriculum development in physical education. In K. Petry, K., Froberg, A. Madella, & W. Tokarski, Higher education in sport in Europe. From labour market demand to training supply (pp. 56–79). London, UK: Meyer & Meyer.
Kouider, E. B., Koglin, U., & Petermann, F. (2014). Emotional and behavioral problems in migrant children and adolescents in Europe: A systematic review. European Child & Adolescent Psychiatry, 23(6), 373–391.
KovaÄ, M., Sloan, S., & Starc, G. (2008). Competences in physical education teaching: Slovenian teachers’ views and future perspectives. European Physical Education Review, 14(3), 299–323.
Laporte, W. (1997). The physical education teacher for secondary schools in the EU. Journal of the International Council for Health, Physical Education, Recreation, Sport, and Dance, 3, 43–46.
Lemoyne, J., Laurencelle, L., Lirette, M., & Trudeau, F. (2007). Occupational health problems and injuries among Quebec’s physical educators. Applied Ergonomics, 38(5), 625–634.
McKenzie, T. L., & Lounsbery, M. A. (2013). Physical education teacher effectiveness in a public health context. Research quarterly for exercise and sport, 84(4), 419–430.
Ministero dell’Istruzione, dell’Università e della Ricerca (2013). Alunni con cittadinanza non italiana. Approfondimenti e analisi [Pupils with non-Italian citizenship. Insights and analysis]. Milano: Fondazione ISMU. Retrieved from http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/b80b747b-7336-4a76-9777-5373cfc79060/ alunni_con_cittadinanza_non_italiana.pdf
Mussino, A., Cini, F., & Talucci, V. (2005). Gli studenti di Scienze motorie tra materialismo e postmaterialismo: un approccio alle professioni sportive [Students of Faculty of Motor/Sport science between materialism and postmaterialism: An approach to sports professions]. Rome: Università La Sapienza.
OECD (2009). Creating effective teaching and learning environments. First results from TALIS. Paris: OECD Publications. Retrieved from http://www.oecd.org/dataoecd/17/51/43023606.pdf
Pate, R. R., Baranowski, T. O. M., Dowda, M., & Trost, S. G. (1996). Tracking of physical activity in young children. Medicine and Science in Sports and Exercise, 28(1), 92–96.
Pazo Haro, C. I., & Tejada Mora J. (2012). Las competencias profesionales en Educaciòn Fisica [The professional competences in Physical education]. Nuovas tendencias en Educaciòn Fisica, Deporte y Recreatiòn, 22, 5–8.
Peklaj, C. (2015). Teacher competences through the prism of educational research. CEPS Journal, 5(3), 183–204.
Romero Cerezo, C. (2009). Definiciòn de mòdulos y competencias del maestro con menciòn en Educaciòn fisica [Modules and competences of the physical education teacher]. Revista Internacional de Medicina y Ciencas de la Actividad Fisica y el Deporte, 9(34), 179–200.
Cerezo, R., Sanchez, Z., Romero Rodriguez, M. N., & Martinez Lopez, E. J. (2011). Importancia de las competencias profesionales de los Maestros en Educaciòn Fìsica expresadas por los estudiantes [Importance of the professional competences of the primary teachers in physical education expressed by the students]. Retos. Nuevas tendencias en Educaciòn Fisica, Deporte y Recreaciòn, 19, 62–68.
Romero Granados, S., & Campos Mesa, M. C. (2010). Los egresados de magisterio especialistas de educaciòn fisica y sus competencias [The higher education graduates of physical education teachers and their competences]. Journal of Sport and Health Research, 2(2), 167–182.
Saenz-Lopez Bunuel, P., Carmona Marquez, J., Coronel Llamas, J. M., Funtes-Guerra, J. G., Sierra Robles, A., & Castillo Viera, E. (2009). La percepciòn de la evoluciòn en las competèncias en el alumnado de mà ster ed educaciòn fisico-deportiva [The opinion about the evolution in the student skills in the physical education and sports master]. Revista de Ciencias del Deporte, 5(3), 123–135.
Starc, G., & Strel, J. (2012). Influence of the quality implementation of a physical education curriculum on the physical development and physical fitness of children. BMC Public Health, 12. doi: 10.1186/1471-2458-12-61.
Turri, M., & Ceccato, D. (2009). Gli insegnanti e le TIC nella scuola trentina. Indagine sull’utilizzo e la conoscenza delle tecnologie dell’informazione e della comunicazione [Teachers and ICT in the Trentino school system. Survey on the use and knowledge of information and communication technologies]. Retrieved from http://www.vivoscuola.it/c/document_library/get_file?uuid=fd460266-a033-4ba2-b426-3c471aff9d88&groupId=10137
Vannini, I., & Mantovani, L. (2007). I giovani insegnanti laureati in Scienza della Formazione primaria. Un’ indagine empirica tra gli abilitati del Corso di laurea di Bologna [Young Teachers with a degree in primary education. An empirical survey among the qualified by the degree course of the University of Bologna]. Bologna: Università di Bologna.
Vitali, F., & Spoltore, L. (2010). Da un’esigenza sociale ad una figura professionale: competenze e spazi di occupabilità del laureato in Scienze Motorie [From social needs to professional figure: competences and employability of the graduate in The Sport Science]. Giornale Italiano di Psicologia dello Sport, 8, 32–42.
Published
2019-03-25
How to Cite
Tul, M., LeskoÅ¡ek, B., & KovaÄM. (2019). The Professional Competencies of Physical Education Teachers from North-Eastern Italy. Center for Educational Policy Studies Journal, 9(1), 103-120. https://doi.org/10.26529/cepsj.662
Section
VARIA
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