The main objective of this study is to develop and standardize an instrument of pedagogical and professional competency for Physical Education teachers at elementary school level. Based on Law No. 14 of 2002, teachers in Indonesia are required to master four competencies, namely: pedagogy, professional, personality and social. Currently, there are only few numbers of standardized instruments to test these four competencies. Thus, this study aims at developing and standardizing a pedagogical and professional competency instrument in a form of a test. This study applied a procedural research and development (RnD) model using the following steps: research and collection preliminary, research planning, early product development, expert validation, product revision, early test, product revision, field test, final product revision and mass product manufacture. The test subjects in this study were physical education teachers at the elementary school level. Based on data from Education Auth...

• This cross-sectional study was designed to evaluate the self-perceived professional competences of Italian physical education (PE) teachers. For this purpose, a self-administered questionnaire has been designed to examine a broad scope of general and subject-specific competences. The participants, 484 Italian PE teachers from the northeastern part of Italy, evaluated their professional competences on a four-level Likert scale. Factor analysis is used for the examination of the internal structure of the competence field. The results show that the self-perception of their competence profile was quite complex, consisting of 13 factors, which together explain 51.1% of the total variance. Didactic approaches, which represent the first factor and explain 31.3% of the total variance, seem to be the most informative for their estimations of how effectively they can teach their specific subject. The teachers feel insufficiently competent in some general areas, such as the use of information and communications technology, communication in foreign language, scientific research work, initiative, and entrepreneurial spirit. They do not have sufficient abilities to bring to PE the recent sports activities in which teenagers currently participate in their free time. The outcomes of the present study may aid in the future updating of PE teacher education study programmes and the designing of a creative system of lifelong training programmes.

This cross-sectional study was designed to evaluate the self-perceived professional competences of Italian physical education (PE) teachers. For this purpose, a self-administered questionnaire has been designed toexamine a broad scope of general and subject-specific competences. The participants, 484 Italian PE teachers from the north-eastern part of Italy, evaluated their professional competences on a four-level Likert scale. Factor analysis is used for the examination of the internal structure of the competence field. The results show that the self-perception of their competence profile was quite complex, consisting of 13 factors, which togetherexplain 51.1% of the total variance. Didactic approaches, which represent the first factor and explain 31.3% of the total variance, seem to be the most informative for their estimations of how effectively they can teach theirspecific subject. The teachers feel insufficiently competent in some general areas, such as the use of information an...

The purpose of this study was to identify the opinions of Physical and Sports Education (PSE) teachers regarding professional competence and the specific requirements of the work. A questionnaire was drawn up and sent to 85 PSE teachers in secondary schools based the Mostaganem “Wilaya” or Province in Algeria. The findings indicate that this group of teachers could not clearly define general or specific competence. However, they largely agreed that the teacher/coach plays a very important role in establishing the professional competence of trainees. Competence that is specific to PSE is described in studies as “how to apply competence by competence the approach to teaching PSE” and “knowing how to apply legislation”. None of the teachers responding cited a basic competence in the professional sphere, described in the literature: sound knowledge of legislation and administrative procedures. In addition, the findings show that the teachers are not satisfied with the training they received and that it does not enable them to reinvest their training in their professional role. From the opinions expressed by the population studied, their training does not encourage professionalism. This finding is also confirmed by research by Laroua et al (2014). Keywords: competence, professional competence, PSE.

The competencies possessed by teachers have not been as expected, as evidenced by the average value of pedagogic competencies, which are still low compared to the results of professional competence scores on the Teacher Competency Test. This study aimed to develop a model for improving the pedagogic competence of Physical Education teachers which was arranged into a module that contains how to develop a learning implementation plan, how to create and use the learning media, how to create and use the teaching materials, and how to prepare and implement the learning assessments. The development tests that were carried out were: 1) alpha test, 2) beta test, and 3) final product validation. The alpha test is a product validation test by three experts, while the beta test is a load and product suitability test involving 27 teachers and 3 supervisors, followed by a final product validation stage involving 84 teachers who are divided into two groups, namely experimental and control. The re...