Author ORCID Identifier
https://orcid.org/0000-0002-4459-4862
Date Available
3-31-2026
Year of Publication
2024
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Kinesiology and Health Promotion
First Advisor
Dr. Aaron Beighle
Abstract
Physical education plays a crucial role in fostering lifelong physical activity and contributing to the overall education of children. Effective PE teaching requires well-planned teacher education programs that align with contemporary educational standards and practices (Morgan & Bourke, 2005; Lu & Lorusso, 2016). This study addresses the gap between theoretical training and real-world teaching demands, emphasizing the need for ongoing professional development and alignment with current educational standards (Tinning, 2002; Siedentop, 1994). This dissertation explores the perceptions of physical education (PE) teachers regarding their pre-service teacher education (PETE) across four countries: Australia, England, the USA, and Türkiye. The aim is to assess the effectiveness of PETE programs in developing the competencies required for effective teaching in school physical education. This mixed-method research incorporates both quantitative and qualitative data, providing a comprehensive understanding of the strengths and weaknesses of PETE programs in these diverse educational contexts.
Data were collected using a researcher-developed survey administered to 65 PE teachers from Australia, England, the USA, and Türkiye. The survey included demographic questions and items measuring teachers' perceptions of their PETE programs. One-way ANOVA tests were conducted to identify significant differences among the countries, followed by post-hoc analyses to determine specific pair wise differences. Qualitative data from semi-structured interviews provided deeper insights into the teachers' experiences and perceptions.
The ANOVA results revealed significant differences in seven survey items, while the post-hoc analysis identified significant differences in five items. Key findings include that PE teachers in the USA reported higher levels of education and curriculum familiarity but noted deficiencies in practical training and professor competence. Australian teachers highlighted the comprehensiveness of their PETE programs but emphasized the need for more hands-on teaching experiences. Turkish teachers expressed concerns about inadequate supervision during school placements and limited professional development opportunities. English teachers appreciated the strong theoretical foundation of their PETE programs but called for more real-world teaching scenarios. Table 3 shows the ANOVA results, indicating overall significant differences among countries, while Table 4 details the specific pairs of countries with significant differences from the post-hoc analysis.
The findings suggest that while PETE programs in Australia, England, the USA, and Türkiye have their strengths, there are areas needing improvement to better prepare future PE teachers. For instance, integrating more practical teaching experiences and modern teaching strategies can bridge the gap between theory and practice (Wong & Oh, 2023; Teraoka & Kirk, 2024). Continuous professional development tailored to the needs of PE teachers is crucial for staying updated with the latest educational practices and technologies (Michaela et al., 2021; Ward et al., 2022). Addressing the unique challenges faced by teachers in different educational contexts can enhance the quality and effectiveness of PETE programs globally.
This study highlights significant differences in the perceptions of PE teachers regarding their PETE programs across four countries, providing valuable insights into the strengths and areas for improvement in each country's teacher education system. By addressing these differences and enhancing PETE programs, educational policymakers and institutions can better prepare future PE teachers, ultimately improving the quality of physical education in schools.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.333
Funding Information
Ths study was funded by the Turkish Ministry of National Education from 2019 to 2024.
Recommended Citation
Sen, Gunay, "PHYSICAL EDUCATION TEACHERS' PERCEPTIONS OF THEIR PRE-SERVICE TEACHER EDUCATION" (2024). Theses and Dissertations--Kinesiology and Health Promotion. 117.
https://uknowledge.uky.edu/khp_etds/117
