Dynamics of the sociability of future pe teachers in the first decades of the 21st century

Abstract

The article aims to answer the question, what is the dynamics of the future physical education (PE) teachers' sociability in the first decades of the 21st century? The study documented the peculiarities of sociability in future PE teachers in 2001. It was conducted in 2018 and aimed to answer the question of whether the changing social environment and educational reform in the last decades have recently been linked to changes in the sociability of future PE teachers. An analysis of sociability was made using the adapted Rogov questionnaire and the Bales System of process categories in the interaction process analysis. The research model was selected by interviewing a sample of 3rd and 4th year students (n = 139) in 2001 and in 2018 (n = 134). The survey data showed that in 2018 status striving of future PE teachers is statistically significantly stronger than in 2001. The research findings revealed that in 2001 during the teaching practice students (future PE teachers) were more committed to solidarity, encouraged others more frequently, were calmer, felt more satisfied, and communicated more easily than in 2018. In 2018 during the teaching practice students survived bigger tension and more frequently showed antagonism than in 2001.