Preservice Teachers' Self-Evaluation of Achieving the NASPE Standards: Development and Validation of an Instrument. (Pedagogy)

By Chen, Weiyun; Susko, John | Research Quarterly for Exercise and Sport, March 2003 | Go to article overview
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Preservice Teachers' Self-Evaluation of Achieving the NASPE Standards: Development and Validation of an Instrument. (Pedagogy)


Chen, Weiyun, Susko, John, Research Quarterly for Exercise and Sport


The purpose of this study was two fold: (a) to develop and validate the Achieving the NASPE Standard Inventory (ANSI), and (b) to investigate the extent to which preservice teachers perceived their dispositions and knowledge to be associated with the NASPE standards (1995). 108 preservice teachers from five physical education teacher education programs voluntarily responded to the ANSI. The 78-item ANSI with a 5-point rating scale was designed as a self-assessing instrument to determine the extent to which preservice teachers perceived their teaching dispositions and knowledge as contributing toward their achievement of the National Standards for Beginning Physical Education Teachers (NASPE, 1995). The psychometric properties of the ANSI were analyzed by means of expert judgment, Cronbach alpha reliability, item-to-total correlation, and a principal component analysis. The preservice teachers' self-evaluation of their dispositions and knowledge reflected in the NASPE standards were analyzed by using analysis of variance (ANOVA,) multivariate analysis of variance (MANOVA), and follow-up multiple comparisons. The results of the reliability analysis indicated that the ANSI had Cronbach alpha reliability coefficient value of 0.98. The item-to-total correlation coefficients were above 0.30 with highest one being 0.88 and All of them were statistically significant. The content-related validity of the ANSI was established by four experts' judgment.

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