This master's thesis examined the attitudes of primary school teachers and physical education teachers in the Primorska region regarding team teaching of physical education in the first educational period of primary school. The aim of the study was to identify differences between the two groups of teachers in their evaluation of the importance of physical education and its effects on children, their self-assessment of current competencies for teaching the subject, competencies acquired during their studies, and the personal values they expressed related to cooperation and team teaching.
A quantitative research method was used, and a questionnaire consisting of three sections was applied as the data collection method. The first part included demographic data of teachers, the second part addressed teachers’ attitudes towards physical education, their teaching competencies, and views on team teaching of the subject. The third part of the questionnaire addressed teachers’ personal values, which were analyzed using Schwartz’s questionnaire of personal values. The collected data were analyzed using descriptive and inferential statistics.
The results showed that both groups of teachers ranked physical education equally among other school subjects and attributed an important role to it in the holistic development of children. Differences were found in the self-assessment of current competencies and competencies acquired during their studies, with physical education teachers on average expressing a high level of perceived competence, while classroom teachers more frequently expressed uncertainty and a greater need for additional coverage of certain content areas. Both groups strongly supported the introduction of a team teaching model in physical education as indicated by the high expression of teachers’ personal values related to cooperation.
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