Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR).
Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation.
Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41 ± 2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher.
Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods.
Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country).
Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data.
Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention.
Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.
