Teacher's roles in physical education

• Main Authors: Jeremić Nemanja, Milanović Ivana, Radisavljević-Janić Snežana, Lazarević Dušanka
• Format: Article
• Language: English
• Published: University of Belgrade, Faculty of Sport and Physical Education 2018-01-01
• Series: Fizička Kultura
• Subjects: physical education teacher; teaching experience; teacher's roles
• Online Access: https://scindeks-clanci.ceon.rs/data/pdf/0350-3828/2018/0350-38281802189J.pdf

The roles of PE teachers in the teaching process are numerous, complex and varied. The aim of this research was to examine the opinion of students and PE teachers about the importance of the roles of teachers in the teaching process. The opinions were examined in regard to gender and type of school attended for the students, and gender and length of service for the teachers. Additionally, the research aimed at determining whether the students' and PE teachers' opinions and evaluations differ with regard to the importance of some roles of teachers. The sample of respondents consisted of 368 students of the third and fourth grade of four secondary schools and 75 PE teachers from the territory of the city of Belgrade. The Questionnaire for the examination of students' and teachers' opinions on the roles of PE teachers in the teaching process was applied in this research (Lukač, 2016). The obtained results showed that students, and especially teachers, highly value all roles of teachers. Students consider The role as a partner in affective interaction as the most important one. In the students' opinion regarding gender, there is a significant difference in the evaluation of The role as a partner in affective interaction, which was considered more important by the female students. In regard to gender and lenght of service, teachers did not show any differences in opinion on the importance of the roles of teachers. Teachers, in relation to students, evaluate all roles of teachers as more important. The results of this research are important for designing professional development of teachers and improvi ng the teaching process.