Differences in Beliefs Regarding Physical Education Between Slovenian In-Service and Pre-Service Early Childhood Educators

ABSTRACT

Educators’ self-efficacy influences their practice and thus determines the quality of teaching in early childhood education and care (ECEC). This study analyzed educators’ self-efficacy to teach physical education (PE) and the differences between pre-service and in-service early childhood educators. Early childhood educators (N = 381) completed a beliefs survey about their competencies to effectively teach PE in ECEC. Pre-service and in-service educators showed a discrepancy in their self-efficacy to teach PE, which can be attributed to their different conceptualizations of PE in ECEC. Additionally, self-efficacy was affected by work position (core practitioners vs. assistants), age of children taught (1–3 years old, 3–6 years old, or mixed groups of 1–6 years old), or how frequently educators read professional literature (never, rarely, or frequently). We propose pre- and in-service training in Slovenia to (1) promote an understanding of free play and skill-based practices in PE as existing on a continuum, (2) increase attention to educational approaches in PE employed in mixed-age groups, and (3) qualify educators for movement-skill demonstration.

KEYWORDS:

• Kindergarten
• motor development
• professional development
• self-efficacy
• teaching practices

Disclosure statement

No potential conflict of interest was reported by the authors.