A Study On The Status Of Pre-service Physical Education Teachers’ Beliefs

Facing China’s goal of building a strong country in education and sports,physical education teachers shoulder the important mission of reforming school physical education and promoting the health of children and adolescents,and are an important part of the construction of high-quality teachers in the new era.Among them,teachers’ beliefs are very important to the implementation of educational reform and teachers’ professional development.At present,the research on the beliefs of international PE teachers has received continuous attention.However,the research on the beliefs of physical education teachers in China started relatively late,and the accumulation of achievements is still small,especially the related issues of focusing on the beliefs of pre-service physical education teachers still need to be further studied.Therefore,this study recruited 798 students of physical education majors of colleges and universities in Zhejiang Province,and used questionnaire survey and interview methods to explore the status and characteristics of pre-service physical education teachers’ beliefs in China.The conclusions are as follows:(1)The beliefs structure of pre-service PE teachers is divided into five dimensions,namely,PE curriculum belief,PE teaching belief,student learning belief,PE teacher role belief and student management belief.The scale has good structural validity and internal consistency,and can basically reflect the current level of pre-service physical education teachers’ beliefs in Zhejiang Province.(2)The beliefs level of pre-service PE teachers in Zhejiang Province is generally good.Among them,they have high levels in the dimensions of PE curriculum belief,PE teacher role belief and student management belief,and pre-service physical education teachers show that their main goals are to improve students’ interest and promote students’ health,and they have a high degree of recognition for the role of PE teachers,and the cognitive tendency of teachers and students to be equal.To a certain extent,it reflects the effectiveness of the cultivation of physical education majors in colleges and universities in docking with the reform of basic education curriculum.On the other hand,the level of PE teaching belief and students’ learning belief are relatively low,which suggests that the development of relevant professional knowledge and skills of pre-service physical education teachers in PE teaching and student learning may not be sufficient,which affects development of relevant beliefs to a certain extent.(3)The beliefs level of pre-service physical education teachers in Zhejiang Province is different in six characteristics,including gender,sports level,years of professional education,duration of education practice in primary and secondary schools,willingness to study and employment intention.Among them,the beliefs level of pre-service physical education teachers showed a tendency to increase with the increase of grade and educational practice time,which suggesting that the cultivation of physical education majors should pay attention to the possible impact of the quality of teacher education courses on pre-service physical education teachers’ beliefs.Based on the above conclusions,this study suggests that the macro-guidance of physical education teachers’ professional development and the curriculum reform of physical education in colleges and universities should pay attention to the development of pre-service physical education teachers’ beliefs.