Determinants of Expert Teaching in Physical Education from the Teachers’ Point of View
Vol.12,No.2(2018)
In this paper, we examine with determinants of expert teaching in Physical Education from the expert-teachers’
point of view. Our research study aimed to highlight how expert-teachers perceive the importance of various determinants of expert teaching in Physical Education. The research sample included five expert-teachers (three female and two male) from schools in Brno and sort the determinants of expert teaching in Physical Education using Q-methodology. It was shown, that the researched teachers perceived the following determinants as most important for expert teaching in Physical Education: organisational skills, improvisational skills, experiences, skills to motivate pupils, and commitment to the teaching profession. Contrary to this, the following determinants were seen as not important: demonstrating of subject matter, the number of pupils, sport-history, subjectively perceived limits and finally the use of punishments.
physical education teacher; physical education; expertise; expert teaching; determinants of expert teaching; Q methodology
136–146
Marcela Janíková
Masaryk University
Brown, S. R. (1993). A Primer on Q Methodology. Operant Subjectivity, 16(3/4),91–138.
Brown, S. R. (1996). Q Methodology and Qualitative Research. Qualitative Health Research, 6(4),561–567. https://doi.org/10.1177/104973239600600408
Dodds, P. (1994). Cognitive and behavioral components of expertise in teaching physical education. Quest, 46(2), 153–163. https://doi.org/10.1080/00336297.1994.10484117
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the area of the computer.Oxford: Basil Blackwell.
Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (Eds.) (2006). The Cambridge handbook of expertise and expert performance. New York: CUP.
Chráska, M. (2007). Metody pedagogického výzkumu.Praha: Grada.
Kalvas, F. (2017). Využití Q metodologie pro konstrukci vlastního měřícího nástroje.
Evaluační teorie a praxe, 5(1), 1–34.
Kosová, B. (2005). Profesionalita učiteľa – učiteľ ako expert. In Příprava učitelů a aktuální proměny v základním vzdělávání.České Budějovice: Jihočeská univerzita, 102–106.
Némethová, G., & Prokša, M. (2014). Učiteľské postoje k projektovému vyučovaniu: vzorová aplikácia q-metodológie. Biológia, ekológia, chémia, 18(1), 9–15.
O’Sullivan, M., & Doutis, P. (1994). Research on Expertise: Guideposts for Expertise and Teacher Education in Physical Education. Quest, 46(2), 176–185.
Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F., & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi.Brno: MU.
Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: jeho charakteristiky a determinanty proesního rozvoje (na pozadí výuky cizích jazyků).Brno: MU.
Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., Pianta. R. C., & LaParo, K. M. (2005). The Teacher Belief Q-Sort: A measure of teachers’ priorities in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44, 141–165.
Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317
Švaříček, R. (2006). Životní historie učitele experta. In Současné metodologické přístupy a strategie pedagogického výzkumu.Sborník příspěvků 14. konference ČAPV (CD-ROM), 1–7.
Van Exel, J., & Graaf, G. (2005). Q methodology: A sneak preview. Dostupné z: https://www.researchgate.net/publication/228574836_Q_Methodology_A_Sneak_Preview
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright © 2019 Studia sportiva