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Transcultural impact of learning to teach sport education on preservice teachers’ perceived teaching competence, autonomy, and academic motivation

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dc.contributor.author Hortigüela-Alcalá, David
dc.contributor.author Calderón, Antonio
dc.contributor.author González-Calvo, Gustavo
dc.date.accessioned 2020-10-14T11:19:15Z
dc.date.available 2020-10-14T11:19:15Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/9332
dc.description peer-reviewed en_US
dc.description.abstract Purpose: To compare the impact of the experience of learning to teach sport education on preservice teachers’ (from Spain, Chile, and Mexico) perceived professional competence, autonomy, and academic motivation and to explore participants’ perceptions of their country’s sociocultural and curricular aspects that may influence sport education implementation. Method: Framed by the “pedagogy of dialogue” and a “living the curriculum” approach, three consecutive miniseasons on alternative invasion games were enacted (n = 30 lessons). A quasi-experimental pre- and posttest mixed-methods design was followed, with a total of 163 preservice teachers. The quantitative data on preservice teachers’ teaching competence, autonomy, and academic motivation were collected through three validated questionnaires. Focus group interviews and field notes were used to gather qualitative information. Results: The main quantitative analysis exposed no relevant differences among the transcultural sample of preservice teachers related to the analyzed variables. Qualitative analysis showed the power of contextual factors to filter preservice teachers’ understanding of the model. Conclusions: The dialogical nature of the approach and the miniseason structure allowed the preservice teachers to achieve a better understanding of the pedagogy of sport education and to optimize their motivation to use it in the future. The rigidity of the national curriculum and the custodial nature of school reality, however, present strong barriers to this end. en_US
dc.language.iso eng en_US
dc.publisher Human Kinetics en_US
dc.relation.ispartofseries Journal of Teaching in Physical Education; 40 (3), pp. 431-441
dc.relation.uri http://dx.doi.org/10.1123/jtpe.2019-0169
dc.rights Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2020, http://dx.doi.org/10.1123/jtpe.2019-0169 . © Human Kinetics, Inc. en_US
dc.subject teacher education en_US
dc.subject pedagogical models en_US
dc.subject teacher agency en_US
dc.subject socio-cultural background en_US
dc.title Transcultural impact of learning to teach sport education on preservice teachers’ perceived teaching competence, autonomy, and academic motivation en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1123/jtpe.2019-0169
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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