The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Infusing Technology into a Physical Education Teacher Education Program

2012 ◽  
pp. 422-436
Author(s):  
Joanne Leight ◽  
Randall Nichols
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Teacher Productivity

Technology is changing the way Physical Education is taught. From heart rate monitors and pedometers to podcasting, exergaming, and desktop applications, tomorrow’s teachers need to know how to infuse technology into their teaching. The use of technology in Physical Education can increase both student learning and teacher productivity. Courses in a comprehensive PETE (Physical Education Teacher Education) program can be divided into the following categories: Fitness related courses, Activity courses, Assessment courses, and Methods courses (including field experiences and student teaching). A strong PETE program will infuse technology into the course work in all four categories, in addition to a stand-alone technology course that introduces the various forms of technology that will be used in their future Physical Education classroom. This chapter will describe how to prepare future physical educators to utilize the myriad of technological options available in the field.

scholarly journals Cooperating Teachers’ Expectations for Student Teachers During the Student Teaching Experience in Physical Education

2011 ◽  
Vol 17 (2) ◽  
pp. 6-15
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Physical Educators ◽  
Cooperating Teacher ◽  
Physical Education Teacher Education ◽  
School Based ◽  
Teachers Experiences ◽  
Teacher Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teachers success. The purpose of this study was to investigate school based cooperative teachers’ experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to find out what student teachers should expect to do to be successful when student teaching. One of the main findings from this study was for student teachers to successfully communicate with their cooperating teacher. 實習教學的經驗是教師成功的要素。本研究的目的是調查實習教師與學校教師的經驗交流，共調查了100位具備豐富教學經驗的體育教師，結果顯示實習教師與本科教師溝通是最重要的因素。

scholarly journals Reflection in alignment to professional standards: What did the student teachers highlight?

2022 ◽  
Vol 6 (1) ◽  
pp. 67-81
Author(s):  
Ping Liu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Teacher Education Program ◽  
School Context ◽  
Teaching Profession ◽  
Elementary Student

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.

Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program

1993 ◽  
Vol 12 (2) ◽  
pp. 161-179 ◽  
Author(s):  
Kathy C. Graham ◽  
Richard C. Hohn ◽  
Peter H. Werner ◽  
Amelia M. Woods
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Clinical Model ◽  
Physical Education Teacher Education ◽  
Beliefs About Teaching

The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

Knowledge, Gender and Power in Physical Education Teacher Education

1993 ◽  
Vol 37 (3) ◽  
pp. 259-278 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
The Body ◽  
Interaction Patterns ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

Transformational Learning for Community Health

2014 ◽  
pp. 164-181
Author(s):  
Carlos E. Quiñones-Padovani ◽  
Clarena Larrotta
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Community Health ◽  
Transformational Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

scholarly journals Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

2019 ◽  
Vol 11 (2) ◽  
pp. 44-52
Author(s):  
Belete Mebratu ◽  
Kelly Ahuna
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Education Teacher ◽  
Master Of Science ◽  
Science Degree ◽  
Research Questions ◽  
Insight Into

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

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