Scientific Programme
Psychology, Social Sciences & Humanities
IS-SH03 - Unmasking Educator Struggles
Date: 03.07.2024, Time: 14:45 - 16:00, Lecture room: Gala
Description
The symposium aims to explore the specificity of the physical education teacher profession and the associated challenges, both historically and in contemporary contexts. Sofia Sebelius, a doctoral student, will introduce the struggles of the physical education (PE) teacher profession in elevating its status in Sweden. She will also examine how the subject and the profession have been marginalized compared to other school subjects and teachers. The presentation will adopt the perspective of street-level bureaucrats (SLBs), focusing on various strategies employed by PE teachers to navigate their roles as SLBs. Dr. Gary Chi-Ching Chow will analyze the post-pandemic state of Physical Education (PE), emphasizing the increasing demand for virtual PE and the shift from low-tech to high-tech integration in the learning environment. His focus will encompass changes in the 21st-century learning landscape, considering global health guidelines, and emerging trends in technology education. The presentation will discuss PE teachers' ability to adapt to these changes while maintaining autonomy, competence, and job satisfaction. Professor Dominika Wilczyńska will present an ongoing study on the impact of protective factors, such as personality traits and leisure-time activities, in mitigating teacher burnout challenges. The presentation will also address targeted interventions and support systems to ensure that educators can continue to effectively inspire and guide students.
Chair(s)
Dominika Wilczynska
University WSB Merito, Social and Humanities
Poland
Miriam Seyda
TU Dortmund, Institute of sport and sport science
Germany
Speaker A
Sofia Sebelius
Malmö university, Department of sport sciences
Sweden
Read CVECSS Glasgow 2024: IS-SH03
Physical education teachers as street-level bureaucrats: a way of understanding the profession.
The physical education (PE) teacher profession is a profession with a long tradition, in Sweden it has existed since 1813. During large parts of the professions history in Sweden, it has struggled to increase its status, the subject and the profession have been marginalized compared to other school subjects and other teachers (Sebelius, forthcoming). Internationally, it is seen that the profession and the subject is marginalized. PE teachers are seen as less important than core subject teachers by colleagues and school management (Richards et at, 2018). In the last 15 years, research on learning and teaching in PE has been done in Scandinavia and Europe. However, this has primarily focused on students health. What has not been investigated to the same extent is the health and work situation of PE teachers. However, Swedish research (Sebelius, 2018) has shown that by understanding PE teachers as street-level bureaucrats (SLBs), a wider knowledge about their work situation can be created. The work of a SLB is characterized by the fact that they work with people (clients), have a great deal of discretion, have too few resources and work towards unclear goals. SLBs often experience states of stress stemming from having to navigate extensive workloads and conflicting demands from the policies they implement, their bosses, themselves, and their clients (Lipsky, 2010). The SLBs can deal with stress in different ways, for example by being more empathetic towards their clients and giving more of their personal time, which further increases their stress (Ropes & de Boer, 2022). Looking at the profession, there are certain risks associated with the stress of being a SLB. A Swedish study (Sebelius, forthcoming) shows that physical education teachers use different strategies to deal with the conditions that characterize their work as SLBs. They feel compelled to organize teaching which to some extent hinders their opportunity for both relevant subject teaching and competence development. This might be a problem both for the PE teachers working situation, but also for the development of the PE subject and the PE teaching profession, as well as for the status of the profession. Relevance Increased knowledge of the work situation of the PE teaching profession. Target audience PETE-researchers, PETE-teachers
Speaker B
Gary Chi Ching Chow
The Education University of Hong Kong, Department of Health and Physical Education
Hong Kong
Read CVECSS Glasgow 2024: IS-SH03
Navigating the Transformative Landscape of Physical Education: Integrating Technology while Preserving Professional Identity
Physical Education (PE) is undergoing a transformative phase, driven by the outbreak of Coronavirus Disease 2019 and the subsequent need for virtual learning. Traditionally, PE has been conducted face-to-face and played a crucial role in childrens daily physical activity. However, the pandemic has necessitated disease prevention measures, including the suspension of in-person classes in Hong Kong. As a result, there is now a growing demand for virtual PE, leading to a shift from low-tech to high-tech integration in the learning environment. To meet the needs of 21st-century learners and integrate information technology (IT) and STEAM education, schools in Hong Kong have swiftly incorporated these elements into all subjects, including PE. The expectation is for PE to combine face-to-face teaching with technology, supplementing students learning through tools like self-administered fitness tests using motion tracking technology or wearable devices. The Education Bureau in Hong Kong actively collaborates with universities to equip PE teachers with the necessary technological and technological-pedagogical knowledge. While some progress has been made through professional development programs like the STEAM in PE initiative provided by the Education University of Hong Kong, there is still a need to ensure that all front-line practitioners have the required skills and knowledge. However, this shift towards technology integration in the PE curriculum may challenge a PE teachers sense of professional identity, as their training has traditionally emphasized subject- and pedagogical-related knowledge and skills. This can result in demotivation and a loss of autonomy in how they teach PE. Therefore, the objectives of this lecture are twofold: firstly, to explore the changes in the learning environment in the 21st century, encompassing worldwide health guidelines and emerging trends in technology education that PE teachers need to address; and secondly, to discuss whether PE teachers are capable of adapting to these changes while maintaining their sense of autonomy, competence in teaching PE, and job satisfaction. By addressing these objectives, we aim to provide PE teachers with insights, strategies, and support in navigating the evolving landscape of PE education, ensuring they can effectively integrate technology while preserving their professional identity and job satisfaction.
Speaker C
Dominika Wilczynska
University WSB Merito, Physical Education
Poland
Read CVECSS Glasgow 2024: IS-SH03
Does working with children and adolescents really make you happy? – The phenomenon of professional burnout among physical education teachers
Introduction: Research highlights that physical education teachers, as human service professionals, face a heightened susceptibility to occupational burnout. Delving into the burnout tendencies within this group is imperative for the holistic well-being of both educators and students. While these teachers play a pivotal role in instilling a healthy and active lifestyle among students, the inherent demands of their profession—juggling diverse classes, sustaining high energy levels, and navigating potential administrative pressures—can significantly contribute to burnout. Thus, this study intricately explores the impact of protective factors, such as personality traits and leisure-time activities, in alleviating the challenges of teacher burnout. Material and Methods: The group of participants consisted of 73 individuals. The age of the participants ranged from 18 to 63 years old. However, the study will continue as long as it is part of the developing project. The study employs a range of research methods, including the NEO-FFI Personality Inventory, the Maslach Burnout Inventory, and the Inventory of Physical Activity Objectives. Results: Initial findings indicate that personality traits such as neuroticism, extraversion, and conscientiousness were significantly correlated with professional burnout. It has also been observed that physical activity levels do not protect against burnout. Moreover, age and internship were not related to occupational burnout. Conclusions: Understanding the factors leading to burnout allows for targeted interventions and support systems to be implemented, ensuring that these educators can continue to inspire and guide students effectively. By addressing burnout in physical education teachers, we not only safeguard the mental and emotional health of the educators themselves but also enhance the quality of the educational experience for students, fostering a positive and sustainable learning environment. Relevance Increased knowledge of the work situation of the PE teaching profession. Target audience PETE-researchers, PETE-teachers