MARGINALIZATION OF PHYSICAL EDUCATION: EXPERIENCES AND VIEWS OF PRE-SERVICE AND IN-SERVICE PE TEACHERS

Hazel Mae P. Laquinarion, Marian Joy B. Lusbog, Joeielyn P. Sarona, Lenziel L. Galaura

Abstract


The quality of instruction of pre-service and in-service Physical Education instructors has been cited as being negatively impacted by the Physical Education program's marginalization around the world. Consequently, the PE subject received insignificant perceptions and inadequate support. This phenomenological research explored the experiences of pre-service and in-service and how they overcome challenges to deliver high-quality Physical Education. Further, the study seeks to comprehend how people see problems and potential solutions. The interviews were recorded and transcribed verbatim, the responses that were compiled were analyzed, and themes were developed. Respondents were identified through purposive sampling. The analysis's findings point to three intriguing themes: barriers to effective PE classes, negative public views as a subject, and coping mechanisms against the marginalization of PE teachers. The participants' perceptions and experiences allow them to develop strategies and ideas and promptly commit to and chair misguided judgments about the PE program. This literature review study found that Physical Education programs are being marginalized, but there are ways for PE teachers to address the problem.

 

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marginalization, pre-service, in-service, PE teachers

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References


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DOI: http://dx.doi.org/10.46827/ejpe.v11i4.5539

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