Conference presentation
‘Understanding secondary HPE teachers’ professional identity and self-efficacy to teach nutrition in schools in Australia’
Australian Association for Research in Education (AARE) Conference 2019 (Brisbane, Australia, 01-Dec-2019–05-Dec-2019)
Australian Association for Research in Education
2019
Abstract
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.
Details
- Title
- ‘Understanding secondary HPE teachers’ professional identity and self-efficacy to teach nutrition in schools in Australia’
- Authors
- Jaclyn Munge (Author) - University of the Sunshine Coast
- Conference details
- Australian Association for Research in Education (AARE) Conference 2019 (Brisbane, Australia, 01-Dec-2019–05-Dec-2019)
- Publisher
- Australian Association for Research in Education
- Date published
- 2019
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450843702621
- Output Type
- Conference presentation
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