RESEARCH ARTICLE


Describing Problems Experienced by Spanish Novice Physical Education Teachers



Pedro Saenz-Lopez1, *, Bartolome J. Almagro1, Sergio J. Ibanez2
1 Faculty of Education Sciences, University of Huelva, Spain
2 Faculty of Sports Sciences, University of Extremadura, Spain


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Creative Commons License
© 2011 Saenz-Lopez et al.

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the Faculty of Education Sciences, University of Huelva, Avda. tres de marzo s/n, 21071 Huelva, Spain; Tel: (+34)959219266; Fax:(+34)959219265; E-mail: psaenz@uhu.es


Abstract

The aim of the present study was identify the most significant problems that Spanish novice physical education teachers encountered during their first teaching experiences. A mixed methodology (quantitative and qualitative) was utilized through questionnaires and interviews. The Inventory of Teaching Problems developed by Jordell (1985) was translated, revalidated to physical education and completed by 45 novice teachers. From the entire sample, 6 teachers we randomly selected to be interviewed by the main researcher. The results allowed identifying and emphasizing the following problems: organization and control of the class, the low social status of physical education, the scarcity of material resources and facilities, the relationships, the planning, and the teaching methodology. However, the gender effect was not statistically significant. The results allow suggesting that the establishment of specific, continuing educational programmes for novice teachers seems imperative.

Keywords: Teacher physical education, continuing education, specific didactics, novice teachers.