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.