STUDY OF PERCEPTION OF PROFESSIONAL COMPETENCES IN TEACHERS IN RELATION TO THE REQUIREMENTS OF THE PROFESSION OF TEACHING PHYSICAL EDUCATION

Authors

  • Henni El Hadj Ahmed Laboratory of Education of Psychology, Psychology Faculty, University of Mostaganem, Algeria
  • Sebbane Mohammed Laboratory of Applied Sciences of Human Movement (SAMH), Institute of Physical Education and Sport, University of Mostaganem, Algeria
  • Laroua Abdelhafid Laboratory of Applied Sciences of Human Movement (SAMH), Institute of Physical Education and Sport, University of Mostaganem, Algeria
  • Belkadi Adel Laboratory of Applied Sciences of Human Movement (SAMH), Institute of Physical Education and Sport, University of Mostaganem, Algeria
  • Bensabeur Mohamed Optimization Laboratory of Physical Education and Sport (OPAPS), Institute of Physical Education and Sport, University of Mostaganem, Algeria
  • Gleyse Jacques Interdisciplinary Laboratory of Research in Teaching, Education and Training (LIRDEF), Faculty of Education University of Montpellier, France

DOI:

https://doi.org/10.46827/ejes.v0i0.918

Keywords:

perception, competence, professional competence, physical education

Abstract

The purpose of this study was to identify teachers' perceptions of competence and knowledge of pedagogical needs related to occupational skills based on professional experience and academic education. Participants were 85 secondary school teachers from several schools who responded to a questionnaire that included a first scale of competency perceptions and a second scale on the recognition of teaching needs. The comparison of teacher perceptions based on teaching experience and teachers experience was done by applying the one-way ANOVA and Tukey's multiple post hoc comparisons. Teachers' perceptions were influenced by their experience as less experienced teachers qualified at lower levels of competence and more teaching  needs; Teachers with a higher education, whether in physical education or others, perceived themselves to be more competent than teachers without a higher education. Finally, the majority of teachers perceived themselves as competent, but nevertheless indicated that they had teaching needs, which brings important feedback to the teacher of the secondary trainer. This suggests that teachers are interested in increasing their knowledge and competence in a wide range of areas which should be considered in future Teachers education programs.

 

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References

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Published

2017-07-28

Issue

Vol 3, No 7 (2017)

Section

Articles

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