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Romanian Physical Education Teachers' Perception of Formative Feedback on their Professional Competencies

Author

Listed:
  • Sorin Drugau

    (Transilvania University of Brasov)

  • Dana Badau

    (Transilvania University of Brasov)

  • Florentina Nechita

    (Transilvania University of Brasov)

  • Raluca Mijaica

    (Transilvania University of Brasov)

  • Adela Badau

    (Transilvania University of Brasov)

  • Andrei Daniel Iordan

    ("Dunarea de Jos" University of Galati)

  • Robert Stanciulescu

    ("Nicolae Balcescu" Land Forces Academy of Sibiu)

  • George Dina

    (National University of Physical Education and Sports of Bucharest)

Abstract

The main purpose was to identify the formative perception of disciplines studied within the bachelor programs in Physical Education and Sports (PES) on the professional competence provided in the qualification sheets of the National Register of Qualifications in Higher Education (NRQHE) for the occupational qualification of Physical Education Teacher in primary and secondary education levels. Ranking the disciplines outlined in the Romanian Agency for Quality Assurance in Higher Education standards for the program in PES based on their impact on professional competencies (PC). 412 teachers: 284 junior teachers group (JTG) and 128 permanent teachers group (PTG). Online was filled out the Questionnaire (QAFISPES) for assessing the ranking of the disciplines provided in the Romanian Agency for Quality Assurance in Higher Education standards on PC in PES, structured on 3 subscales corresponding to the typology of the disciplines: fundamental, PE field, and specialized. For the Fundamental Disciplines subscale, the highest score per rank was recorded by PES Theory and Methodology at 6.66 points; Basic Gymnastics had 5.75 points. For the subscale PE field disciplines, the greatest impact for PC in PES: the Theory and Practice of Athletics 11.25 points, the Theory and Practice of Gymnastics 11.08 points. For the subscale Specialized Disciplines, the most relevant contributions were made by the Methodology of Teaching Athletics in Schools 12.16 points, and the Methodology of Teaching Gymnastics in Schools 11.83 points. Establishing a hierarchy of disciplines based on their formative significance facilitates the optimal allocation of instructional hours within the bachelor's program's Physical Education and Sports (PES) curriculum.

Suggested Citation

  • Sorin Drugau & Dana Badau & Florentina Nechita & Raluca Mijaica & Adela Badau & Andrei Daniel Iordan & Robert Stanciulescu & George Dina, 2025. "Romanian Physical Education Teachers' Perception of Formative Feedback on their Professional Competencies," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 17(1), pages 91-115, January-M.
    • Handle: RePEc:lum:rev1rl:v:17:y:2025:i:1:p:91-115
    DOI: https://doi.org/10.18662/rrem/17.1/942
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    References listed on IDEAS

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    1. Julia Lohmann & Jennifer Breithecker & Ulrike Ohl & Petra Gieß-Stüber & Hans Peter Brandl-Bredenbeck, 2021. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education," Sustainability, MDPI, vol. 13(23), pages 1-26, December.
    Full references (including those not matched with items on IDEAS)

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