RESEARCH ARTICLE
Describing Problems Experienced by Spanish Novice Physical Education Teachers
Pedro Saenz-Lopez1, *, Bartolome J. Almagro1, Sergio J. Ibanez2
Article Information
Identifiers and Pagination:
Year: 2011Volume: 4
First Page: 1
Last Page: 9
Publisher ID: TOSSJ-4-1
DOI: 10.2174/1875399X01104010001
Article History:
Received Date: 05/04/2011Revision Received Date: 29/04/2011
Acceptance Date: 30/04/2010
Electronic publication date: 30/05/2011
Collection year: 2011
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.
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.