Teachers’ Pedagogical Beliefs about Teaching Physical Education in Tanzanian Secondary Schools

Abstract

This paper presents the findings of the study about teachers’ pedagogical
beliefs in teaching Physical Education (PE) in secondary schools. The
study employed qualitative research approach and case study research
design. Data were collected through interview with eight PE teachers from
Dar es Salaam and Ruvuma regions. The study found that PE teachers
believed on the learner-centred teaching approach, discussion teaching
method, summative assessment as the best teaching approaches in teaching
and assessment methods in teaching PE. It was further found that verbal
warning, oral questioning, column and row as well as semicircle seating
arrangement were the best way of enhancing students’ obedience to school
rules and regulations. It is concluded that teachers believed on learnercentred
teaching approaches but their reported beliefs about assessment
methods and teaching context reflect teacher-centred teaching approaches.
Keywords: learners’ competency, lesson assessment, teaching approach,
teaching context, teaching methods