Self-perceived and manifest knowledge of the teaching styles of internship Physical Education teachers
DOI:
https://doi.org/10.47197/retos.v76.118372Keywords:
Physical Education, internship teachers, self-perceived knowledge, teaching stylesAbstract
Introduction: Context diversity requires teachers to be competent to adapt their teaching methods to respond to this diversity. Understanding physical education (PE) teachers' knowledge in their initial training about the spectrum of teaching styles (TS) is therefore essential for a thorough understanding of their preparedness to address diversity.
Objective: To identify the self-perceived and manifest knowledge about TS in PE and its relationship, in internship teachers.
Methodology: A questionnaire was applied to 121 teachers who had completed their internship, at master courses from six Portuguese universities. Data were analyzed using non-parametric descriptive statistics and the Point-Bisserial Correlation Coefficient Test.
Results: Both self-perceived and manifest knowledge are greater in command style (A) and lower in divergent discovery (H) and there is an association between self-perceived and manifest knowledge in command (A), practice (B), reciprocal (C) and divergent discovery (H) styles. There are no statistically significant differences in the degree of self-perceived and manifest knowledge of TS according to the gender.
Discussion: Both self-perceived and manifest levels of knowledge decrease across the spectrum, from the reproduction to the production cluster, in line with other studies. Findings highlighted disparities between self-perceived knowledge and manifest knowledge.
Conclusions: Internship teachers overestimate their self-perceived degree of knowledge in relation to manifest knowledge, with lower correspondence in production cluster, suggesting lack of preparation regarding these teaching styles.
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