Teacher's perceptions of how they influence student academic performance in VCE physical education

Whittle, R, Telford, A and Benson, A 2018, 'Teacher's perceptions of how they influence student academic performance in VCE physical education', Australian Journal of Teacher Education, vol. 43, no. 2, pp. 1-25.


Document type: Journal Article
Collection: Journal Articles

Title Teacher's perceptions of how they influence student academic performance in VCE physical education
Author(s) Whittle, R
Telford, A
Benson, A
Year 2018
Journal name Australian Journal of Teacher Education
Volume number 43
Issue number 2
Start page 1
End page 25
Total pages 25
Publisher Social Science Press
Abstract This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semistructured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A socialecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences identified were positive student-teacher relationships and student access to the teacher outside of class time. The emergent themes highlight the teacher perceptions of the key factors of effective teaching in this context. Professional learning opportunities to improve effectiveness of pre-service and in-service teachers of senior-secondary physical education are discussed.
Subject Education not elsewhere classified
DOI - identifier 10.14221/ajte.2018v43n2.1
ISSN 0313-5373
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