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

References

• Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. doi:10.1177/088840649401700203
   Google Scholar
• Bahovec, E. D., Bregar, K. G., Čas, M., Domicelj, M., Saje-Hribar, N., Japelj, B., … Pezdir Vovk, A. (1999). Kurikulum za vrtce: Predšolska vzgoja v vrtcih [Curriculum for kindergartens: Preschool education in kindergartens]. Ljubljana, Slovenia: Ministrstvo za šolstvo in šport.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037//0033-295x.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
   Google Scholar
• Batistič, M. (1993). Starostno heterogeni oddelki [Age-heterogenous classes]. Educa, 5(2), 323–326.
   Google Scholar
• Bellm, D. (2008). Early childhood educator competencies: A literature review of current best practices, and a public input process on next steps for California. Berkeley: University of California, Center for the Study of Child Care Employment.
   Google Scholar
• Caprara, G. V., & Cervone, D. (2003). A conception of personality for a psychology of human strengths: Personality as an agentic, self-regulating system. In L. G. Aspinwall & U. M. Staudinger (Eds.), A psychology of human strengths: Fundamental questions and future directions for a positive psychology (pp. 61–74). Washington, DC: American Psychological Association.
   Google Scholar
• Chester, M. D., & Beaudin, B. Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233–257. doi:10.3102/00028312033001233
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi:10.1037//0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751–766. doi:10.1016/j.tate.2007.02.010
   Web of Science ®Google Scholar
• Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., … Henry, G. T. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558–580. doi:10.1111/j.1467-8624.2007.01014.x
   PubMed Web of Science ®Google Scholar
• Engelbrecht, P. (2006). The implementation of inclusive education in South Africa after ten years of democracy. European Journal of Psychology of Education, 21(3), 253–264. doi:10.1007/BF03173414
   Web of Science ®Google Scholar
• Eurydice. (2014). Proposal for key principles of a quality framework for early childhood education and care. Retrieved from http://ec.europa.eu/education/policy/strategic-framework/archive/documents/ecec-quality-framework_en.pdf
   Google Scholar
• Fackler, S., & Malmberg, L. E. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. doi:10.1016/j.tate.2016.03.002
   Web of Science ®Google Scholar
• Fairbrother, J. T. (2010). Fundamentals of motor behaviour. Knoxville, TN: Human Kinetics.
   Google Scholar
• Fayers, P., & Machin, D. (2013). Quality of life: The assessment, analysis and interpretation of patient-reported outcomes. Chichester, England: John Wiley & Sons.
   Google Scholar
• Gabrič, A. (2009). Sledi šolskega razvoja na Slovenskem [Traces of School Development in Slovenia]. Ljubljana, Slovenia: Pedagoški inštitut. Retrieved from http://www.pei.si/Sifranti/StaticPage.aspx?id=71
   Google Scholar
• Gabriele, A. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74. doi:10.1080/01626620.2007.10463461
   Google Scholar
• Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818. doi:10.1016/S0742-051X(01)00032-4
   Web of Science ®Google Scholar
• Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. doi:10.1016/j.tate.2011.03.008
   Web of Science ®Google Scholar
• Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 1094–1103. doi:10.1016/j.tate.2009.11.005
   Web of Science ®Google Scholar
• Hastie, P. A., Rudisill, M. E., & Boyd, K. (2016). An ecological analysis of a preschool mastery climate physical education programme. Physical Education and Sport Pedagogy, 21(2), 217–232. doi:10.1080/17408989.2015.1017454
   Web of Science ®Google Scholar
• Helms-Lorenz, M., & Maulana, R. (2016). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational Psychology, 36(3), 569–594. doi:10.1080/01443410.2015.1008403
   Web of Science ®Google Scholar
• Hipp, K. A., & Bredeson, P. V. (1995). Exploring connections between teacher efficacy and principals’ leadership behaviors. Journal of School Leadership, 5(2), 136–150. doi:10.1177/105268469500500202
   Google Scholar
• Hmelak, M., & Lepicnik Vodopivec, J. (2015). Preschool study as preparation of future preschool educators to cooperate with parents. The New Educational Review, 41(3), 158–168. doi:10.15804/tner
   Google Scholar
• Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279–300. doi:10.3102/00028312027002279
   Web of Science ®Google Scholar
• Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355–372. doi:10.1086/461729
   Web of Science ®Google Scholar
• Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51–68. doi:10.1016/j.ecresq.2007.09.004
   PubMed Web of Science ®Google Scholar
• Kindergarten Act. (2005). Official Gazette of RS, no. 100/2005.
   Google Scholar
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. doi:10.1037/a0019237
   Web of Science ®Google Scholar
• Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. doi:10.1016/j.edurev.2014.06.001
   Web of Science ®Google Scholar
• Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. doi:10.1007/s10648-010-9141-8
   Web of Science ®Google Scholar
• Košir, S., Bužan, V., Hafnar, M., Lipec Stopar, M., Macedoni Lukšič, M., Magajna, L., & Rovšek, M. (2011). Vzgoja in izobraževanje otrok s posebnimi potrebami [Education of children with special needs]. In J. Krek & M. Metljak (Eds.), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White paper on education in Republic of Slovenia] (pp. 275–328). Ljubljana, Slovenia: Zavod RS za šolstvo.
   Google Scholar
• Kyriakides, E., Tsangaridou, N., Charalambous, C., & Kyriakides, L. (2017). Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education. European Physical Education Review, 1–31. doi:10.1177/1356336X16685009
   Web of Science ®Google Scholar
• Lai, S. K., Costigan, S. A., Morgan, P. J., Lubans, D. R., Stodden, D. F., Salmon, J., & Barnett, L. M. (2014). Do school-based interventions focusing on physical activity, fitness, or fundamental movement skill competency produce a sustained impact in these outcomes in children and adolescents? A systematic review of follow-up studies. Sports Medicine, 44(1), 67–79. doi:10.1007/s40279-013-0099-9
   PubMed Web of Science ®Google Scholar
• Magill, R. A. (2010). Motor learning and control: Concepts and applications. New York, NY: McGraw-Hill.
   Google Scholar
• Malinen, O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34–44. doi:10.1016/j.tate.2013.02.004
   Web of Science ®Google Scholar
• Marinšek, M., & Kovač, M. (2018). Beliefs of Slovenian early childhood educators regarding the implementation of physical education. European Physical Education Review, 25(3), 659–674. doi: 1356336X18761538
   Web of Science ®Google Scholar
• Masser, L. (1987). The effect of refinement on student achievement in a fundamental motor skill in grades K through 6. Journal of Teaching in Physical Education, 6(2), 174–182. doi:10.1123/jtpe.6.2.174
   Google Scholar
• McEvilly, N. (2012). Place and meaning of “physical education” to practitioners and children at three preschool contexts in Scotland ( Doctoral dissertation). Retrieved from https://www.era.lib.ed.ac.uk/bitstream/handle/1842/8041/McEvilly2012.pdf;sequence=1
   Google Scholar
• McEvilly, N., Attencio, M., & Verheul, M. (2015). Developing children: Developmental discourses underpinning physical education at three Scottish preschool settings. Sport, Education and Society, 22(8), 943–957. doi:10.1080/13573322.2015.1114917
   Web of Science ®Google Scholar
• McEvilly, N., Verheul, M., & Atencio, M. (2013). Physical education at preschools: Practitioners’ and children’s engagements with physical activity and health discourses. British Journal of Sociology of Education, 36(6), 832–852. doi:10.1080/01425692.2013.848780
   Web of Science ®Google Scholar
• Moore, W., & Esselman, M. (1992, April). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
   Google Scholar
• Petrie, K., & Clarkin-Phillips, J. (2017). “Physical education” in early childhood education: Implications for primary school curricula. European Physical Education Review, 24(4), 503–519. doi:10.1177/1356336X16684642
   Web of Science ®Google Scholar
• Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144–159. doi:10.1207/s1532480xads0903_2
   Google Scholar
• Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49–88. doi:10.1177/1529100610381908
   PubMedGoogle Scholar
• Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(2), 150–167. doi:10.2307/2112680
   Web of Science ®Google Scholar
• Robinson, L. E., Webster, E. K., Logan, S. W., Lucas, W. A., & Barber, L. T. (2012). Teaching practices that promote motor skills in early childhood settings. Early Childhood Education Journal, 40(2), 79–86. doi:10.1007/s10643-011-0496-3
   Google Scholar
• Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377–401. doi:10.1080/10409280802582795
   PubMed Web of Science ®Google Scholar
• Smit, R., Hyry-Beihammer, E. K., & Raggl, A. (2015). Teaching and learning in small, rural schools in four European countries: Introduction and synthesis of mixed-/multi-age approaches. International Journal of Educational Research, 74, 97–103. doi:10.1016/j.ijer.2015.04.007
   Web of Science ®Google Scholar
• Spidell Rusher, A. S., McGrevin, C. Z., & Lambiotte, J. G. (1992). Belief systems of early childhood teachers and their principals regarding early childhood education. Early Childhood Research Quarterly, 7(2), 277–296. doi:10.1016/0885-2006(92)90009-N
   Google Scholar
• Stirrup, J. (2016). “How do you feel? What is your heart doing?” … “It’s jumping”: The body and health in early years education. Sport, Education and Society, 23(6), 547–562. doi:10.1080/13573322.2016.1259613
   Web of Science ®Google Scholar
• Strong, M. (2011). The highly qualified teacher: What is teacher quality and how do we measure it? New York, NY: Teachers College Press.
   Google Scholar
• Todd Brown, E. (2005). The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of Early Childhood Teacher Education, 26(3), 239–257. doi:10.1080/10901020500369811
   Google Scholar
• Tsangaridou, N. (2016). Early childhood teachers’ views about teaching physical education: Challenges and recommendations. Physical Education and Sport Pedagogy, 21(1), 1–18.
   Google Scholar
• Tsangaridou, N., & Genethliou, N. (2014). Early childhood educators’ experience of an alternative physical education model. European Early Childhood Education Research Journal, 24(3), 382–397. doi:10.1080/1350293X.2014.970852
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. doi:10.1016/S0742-051X(01)00036-1
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. doi:10.3102/00346543068002202
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. doi:10.1016/j.tate.2006.05.003
   Web of Science ®Google Scholar
• Van Loo, J., & Semeijn, J. (2004). Defining and measuring competences: An application to graduate surveys. Quality & Quantity, 38(3), 331–349. doi:10.1023/B:QUQU.0000031320.86112.88
   Web of Science ®Google Scholar
• Vermeer, H. J., van IJzendoorn, M. H., Cárcamo, R. A., & Harrison, L. J. (2016). Quality of child care using the environment rating scales: A meta-analysis of international studies. International Journal of Early Childhood, 48(1), 33–60. doi:10.1007/s13158-015-0154-9
   Google Scholar
• Vršnik Perše, T. (2009). Izobraževanje otrok s posebnimi potrebami [Education for Children with Special Needs]. Ljubljana, Slovenia: Pedagoški inštitut.
   Google Scholar
• Watters, J. J., & Ginns, I. S. (1995, April). Origins of, and changes in, preservice teachers’ science teaching self-efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco.
   Google Scholar
• Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31–40. doi:10.1016/0742-051X(88)90022-4
   Web of Science ®Google Scholar
• Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181–193. doi:10.1037/0022-0663.99.1.181
   Web of Science ®Google Scholar