Value Orientations and Socialisation Processes of Pre-service Teachers in Health and Physical Education: A case study

Nigel Farley (2009). Value Orientations and Socialisation Processes of Pre-service Teachers in Health and Physical Education: A case study MPhil Thesis, School of Human Movement Studies, The University of Queensland.

       
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Author Nigel Farley
Thesis Title Value Orientations and Socialisation Processes of Pre-service Teachers in Health and Physical Education: A case study
School, Centre or Institute School of Human Movement Studies
Institution The University of Queensland
Publication date 2009-12
Thesis type MPhil Thesis
Supervisor Professor Richard Tinning
Dr. Tony Rossi
Total pages 152
Total black and white pages 152
Subjects 11 Medical and Health Sciences
Abstract/Summary Abstract The purpose of this case study was to determine the value orientations of health and physical education students (HPE) in an Australian physical education teacher education (PETE) program. Additionally, I was interested in the sympathy or otherwise in the relationship between the explicit Queensland HPE curriculum values and the value profiles of a cohort of pre-service teachers. Values were measured with the Value Orientation Inventory-2 (VOI-2) developed by Ennis and Chen, (1993). The culture and the curriculum goals of HPE and health and physical education teacher education (HPETE), contribute to the socialisation and construction of value orientations (Solmon & Ashy, 1995). Descriptive statistics were compiled for all five-value orientations, along with t-tests and ANOVA’s. Participants (N=33) were recruited from the 3rd year HPE cohort at a large Australian University and were tested pre and post semester 2, 2007. Initial and final testing demonstrated a diverse range of value orientation profiles. This cohort of HPETE students emphasizes certain value priorities over others. 26 students within this study demonstrated a ‘Neutral’ or ‘High’ priority towards learning process (LP), additionally 22 students also have a ‘Neutral’ or ‘High’ disciplinary mastery (DM) priority. The students’ priorities towards social responsibility (SR) were very low, with two students in the ‘High’ category and eighteen in the ‘Low’ priority. Initial ‘High’ dispositions towards LP and DM are consistent with the findings of Solmon and Ashy, (1995). The SR results suggest that many PETE students’ values are unsympathetic with the values underpinning the Queensland HPE curriculum. This may be cause for concern to those interested in curricula orientated around the principles of social justice, equity, diversity, inclusiveness, and supportive contexts.
Keyword Value Orientations, Socialisation, HPE, HPETE, Pre-service teachers.

 
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Created: Wed, 02 Dec 2009, 06:46:43 EST by Mr Nigel Farley on behalf of Library - Information Access Service