engleski

Acceptability aspect of right to education as a provider for teacher skills in physical education

Teacher development is a process whereby teachers’ professionality and/or professionalism may be considered to be enhanced (Evans, 2002). To put it more precisely, the process of teacher development includes both the status and the attitude towards the profession. Professionalism refers to the status of the profession and in that regard, it focuses on development of teachers’ status professionally. In this paper we will discuss the opinions of PE teachers working in primary schools in Croatia (N =340) regarding skills needed for the performance in PE classes. Emphasis is placed on the skills that support the Right to Education in its acceptability as one of four indicators. The teaching profession needs not only to have the qualities but also strive to maintain them. Teacher professional development is the acquisition of different perspectives and ideas, and the incorporation of a wider vision of what teaching involves, like assuring protection and the development of the Right to Education. Results of the analysis showed that participants in the study do not see skills (as part of competence) as a unique collection of specified skills, but that there is a tendency towards quite independent assessment of the four groups in the incidence of skills, where management skills largely explain complex construct skills of PE teachers.

PE teachers, indicators of the Right to Education, management skills, instruction skills, motivation skills, curriculum skills

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