Open AccessPHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK
Author(s) -
Jelena Maksimović,
Jelena Osmanović
Publication year - 2018
Publication title -
facta universitatis. series: physical education and sport
Language(s) - English
Resource type - Journals
eISSN - 2406-0496
pISSN - 1451-740X
DOI - 10.22190/fupes180720034m
Subject(s) - action research , context (archaeology) , physical education , psychology , action (physics) , reflective practice , reflexivity , mathematics education , pedagogy , teacher education , likert scale , sociology , paleontology , social science , developmental psychology , physics , quantum mechanics , biology
Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.