‘Understanding secondary HPE teachers’ professional identity and self-efficacy to teach nutrition in schools in Australia’
Notice bibliographique
Résumé
Low teacher self-efficacy has been acknowledged as a common barrier to teaching nutrition. Teachers’ professional identity interact reciprocally with their self-efficacy. Teachers who have a clear sense of their professional identity exhibit a stronger sense of self-efficacy. Likewise, teachers who have a strong sense of self-efficacy exhibit a clear sense of their professional identity. To date, the research on teachers’ professional identity tends to focus on generalist or pre-service teachers, and the development of their identities. Moreover, most findings on teachers’ self-efficacy to teach nutrition originate from Canada and the United States, leaving a gap in research within the Australian context. This research study aims to investigate the relationship between the professional identity of secondary Health and Physical Education (HPE) teachers ( five years of HPE teaching experience), and their self-efficacy to teach nutrition in schools. This study utilises an explanatory sequential mixed-methods design involving collecting and analysing quantitative and qualitative data across two phases. The first phase is built upon through the second qualitative phase to refine and explain the statistical results by exploring participants’ views in more depth. Data collection methods include an initial online survey comprising published questionnaires and opened ended questions which will provide data for clustering groups of participants using Ward’s cluster analysis method. Thematic analysis of the qualitative data and themes identified in the quantitative data from the survey will form an initial analysis of each cluster. The analysis will provide further description and present a deeper understanding of the participants within each cluster. Semi-structured interviews are then used in phase two to gather qualitative data that will further explain or elaborate on the results obtained in phase one, to provide a richer and thicker description of the participants within each cluster. The presentation at this conference will be a discussion of the preliminary findings of the data generated from the online survey in phase one of the study. The outcomes of this research will inform practicing secondary HPE teachers, teacher educators, and policy makers about the significance of developing a clear sense of HPE teachers’ professional identity and self-efficacy, as it is closely linked to their self-efficacy and experiences to teach nutrition. Also, the findings of this study will enable school communities to understand the need to support teachers’ development of their professional identity and self-efficacy. Subsequently, improvements to policies to support teachers’ development of their professional identity and self-efficacy can be enabled.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».