What and How Preservice Physical Education Teachers Observe during an Early Field Experience

1987 ◽  
Vol 58 (3) ◽  
pp. 242-249 ◽  
Author(s):  
Pamela C. Allison
Keyword(s):  
Physical Education ◽  
Field Experience ◽  
Physical Education Teachers ◽  
Early Field Experience

What Preservice Physical Education Teachers See in an Unguided, Early Field Experience

1985 ◽  
Vol 4 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Rick Bell ◽  
Kate R. Barrett ◽  
Pamela C. Allison
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Education ◽  
Teacher Educators ◽  
Physical Education Teachers ◽  
Student Behaviors ◽  
Early Field Experience ◽  
Initial Attempt ◽  
Fourth Grade Students ◽  
Attention Level

The ability of physical education teachers to observe the movement response of the learner and the environment in which the response takes place is crucial in effective instruction. This study is an initial attempt to identify what a group of 21 preservice physical education teachers reported seeing in a 15-minute games lesson with fourth-grade students. An analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as a group the preservice teachers focused on a broad range of teacher and student behaviors and lesson elements, but as individuals they had a more limited focus of attention. Level 2 analysis revealed that only 10% of the recorded statements focused on the movement responses of the children and no statements related to the learning environment. If teacher educators deem it important that their majors notice teacher and student behaviors as well as lesson elements, they have to plan more carefully for this to occur, particularly with majors early in their professional education.

scholarly journals Pre-service Physical Education Teachers' Occupational Socialisation through the Field Experience

2002 ◽  
Vol 8 (2) ◽  
pp. 20-31
Author(s):  
Chung LI
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Field Experience ◽  
Education Programme ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Reflective Journals ◽  
Physical Education Teacher Education ◽  
Interpretive Paradigm ◽  
Sports Skills

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This paper is concerned with a qualitative study of how three pre-service physical education teachers who were comparatively less skilful in sports, socialised professionally in their first field experience. It was a part of the two-year study project investigating the occupational socialisation of pre-service physical education teachers in the Hong Kong Institute of Education. With the interpretive paradigm as the conceptual framework, data concerning the professional conceptions, socialising strategies and perceptions on their socialising agents during their first field experience were collected through interviewing and writing of reflective journals. The findings demonstrated a particular socialisation process of this type of recruits. Interestingly, they were found shaping their early belief from "being liked by the pupils" to "being proficient in sports skills and instructional competence" as important requirements for PE teaching after the first field experience. The wash out effect of the field experience on the physical education teacher education programme was particular significant on them. The findings provide information about how a particular group of recruits socialised professionally in their first field experience. In return, such implications can be facilitated positively in teacher education.此研究目的是利用詮釋理念，透過會談及反思報吿以搜集資料，探討三位運動技能水平較同班學員稍遜之敎育學院體育及運動科學系學生之第一次學校敎學實習的經歷，藉以瞭解他們的職化過程。在整個敎學實習中，他們由初期只深信「取悦學生」之敎學手法，逐漸轉化至明白「運動技能水平」及「敎學能力」對體育敎師敎學的重要性。研究結果有助加深了解這類準體育敎師的社化過程及敎學實習經驗的效果。

scholarly journals Primary field experiences: Critical for primary generalist physical education teachers?

2021 ◽  
pp. 1356336X2199118
Author(s):  
Frances Murphy ◽  
Susan Marron ◽  
Maura Coulter
Keyword(s):  
Physical Education ◽  
Reflective Practice ◽  
Professional Learning ◽  
Teacher Educators ◽  
Field Experience ◽  
Field Experiences ◽  
Primary Teachers ◽  
Study Data ◽  
Physical Education Teachers ◽  
Qualitative Descriptive

Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) ( N=25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experience, characterised by dialogue, support and encouragement. They saw merit, relevancy and meaningfulness in the experience prior to embarking on it, where both anxiety and excitement were highlighted. While their learning focused on lesson planning, resource management and class organisation, they wrote of learning from observing their peers teaching, from co-teaching and from receiving feedback from teacher educators and peers. They identified the potential to build on this experience within their future evaluated experiences. The focus on physical education within a particular field experience is significant in building the confidence and competence of PSTs.

scholarly journals Physical Education Majors Team Teaching in an Early Field Experience in a Junior High School Setting

2009 ◽  
Vol 15 (2) ◽  
pp. 16-21
Author(s):  
David BARNEY ◽  
Robert CHRISTENSON
Keyword(s):  
High School ◽  
Physical Education ◽  
Junior High School ◽  
Field Experience ◽  
Junior High ◽  
School Setting ◽  
Education Majors ◽  
Early Field Experience ◽  
Physical Education Majors ◽  
High School Setting

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The early field experience (EFE) has been considered a valuable and important component of a physical education majors education (Curtner-Smith, 1993). For this study 26 pre-service teachers (PST) (physical education majors) team taught (13 teams) in an EFE in a local junior high school. During their EFE each team taught 2 lessons in the school. From this study it was found that during the PST lessons the junior high students were active in the class activities, that the PST should have used louder voices when teaching, that the PST should have had a back-up plan for their lessons, that music played can help during class activities, and that they PST felt their lessons went “well.” 早期的實習教學經驗，對於體育本科生而言是一種有效的學習方法。是次研究共有26位體育實習教師參與團隊式教學法，結果顯示這種教學法令初中學生更加活躍，而實習教師需要加大他們説話聲音，需要準備後備的活動計劃，在活動中使用適當的音樂等，這些改變能夠讓實習教師感到有滿意的教學效果。

Negotiations Between Preservice Classroom Teachers and Students During a Physical Education Early Field Experience

2020 ◽  
Vol 39 (1) ◽  
pp. 69-77
Author(s):  
Kelsey McEntyre ◽  
Matthew D. Curtner-Smith ◽  
Deborah S. Baxter
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Field Experience ◽  
Classroom Teachers ◽  
Early Field Experience ◽  
Pedagogical Content ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
Knowledge Content ◽  
Analytic Induction

Purpose: To describe the patterns of negotiation engaged in by preservice classroom teachers (PCTs) and their students during a physical education early field experience. Method: The participants were 16 PCTs enrolled in the early field experience. They taught a variety of content within six lessons to second- and fourth-grade students. Data were collected using six qualitative methods and analyzed using analytic induction and constant comparison. Results/Conclusions: Seven PCTs were relatively effective negotiators, whereas nine PCTs were relatively ineffective. The PCTs’ negotiation skills were influenced by their comfort with physical education, pedagogical knowledge, content knowledge, and pedagogical content knowledge. The negotiations initiated by the PCTs and their students were similar to those described in previous studies. The type and amount of student-initiated negotiation was influenced by their gender, age, skill level, and content taught. The implications for preparing PCTs to teach physical education are discussed.

CONHECIMENTO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE PRIMEIROS SOCORROS NAS ESCOLAS DE SANTA CECILIA-SC

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 82
Author(s):  
Angélica Wrublak ◽  
Elaine Caroline Boscatto
Keyword(s):  
Physical Education ◽  
Daily Life ◽  
Cardiopulmonary Arrest ◽  
School Context ◽  
Real Life ◽  
First Aid ◽  
Basic Knowledge ◽  
Physical Education Teachers ◽  
Emergency Situations ◽  
Santa Cecilia

<p class="resumoabstract">Acidentes e fatalidades podem acontecer desde simples contusões até as mais urgentes hemorragias e parada cardiorrespiratória. Os primeiros socorros realizados de forma adequada podem minimizar os agravos e até mesmo salvar vidas. No âmbito escolar, situações de emergência fazem parte do cotidiano e é essencial que Professores de Educação Física tenham um conhecimento básico para atender as necessidades escolares. O presente estudo teve como objetivo verificar o conhecimento dos Professores de Educação Física (EF) da rede pública de Ensino da Cidade de Santa Cecilia-SC com relação aos Primeiros Socorros (PS). Caracterizou-se em natureza descritiva, transversal, com análise quanti-qualitativa dos dados. Participaram do estudo 11 Professores de EF. Para a coleta de dados, foi desenvolvido um questionário abordando aspectos conceituais, procedimentos e atitudes referentes ao cotidiano profissional. Do total, apenas um professor não teve a disciplina de PS na graduação. Os professores na sua minoria se sentem aptos a prestar os PS e inclusive assumir as situações, demonstrando conhecimento satisfatório na teoria, mas na prática sentem-se inseguros para agir diante de situações mais graves. Destaca-se que mais de 80% sabem como agir em atendimentos menos agravantes. Já nas situações de parada cardiorrespiratória (RCP) e hemorragias, os mesmos relataram que necessitam de um treinamento mais atualizado. Em crianças principalmente eles não sentem muito seguros em prover o auxílio. Foi possível concluir que os professores de EF apresentaram um nível de conhecimento satisfatório na teoria, mas sugerem atualizações periódicas em forma de cursos.</p><p class="resumoabstract"><strong>Palavras-chave</strong>: Primeiros Socorros. Docentes. Educação Física e Treinamento.</p><h3>ABSTRACT</h3><p class="resumoabstract">Accidents and fatalities can occur from simple bruises to the most urgent hemorrhages and cardiopulmonary arrest. First aid performed properly can minimize the aggravations and even save lives. In the school context, emergency situations are part of the daily life and it is essential that Physical Education Teachers have a basic knowledge to carry out the school needs. This study verified the Physical Education (PE) Teachers knowledge from Santa Cecilia-SC public teaching related to first aid. It featured in descriptive nature, transversal, with quantitative and qualitative analysis of the data. Eleven PE teachers participated of the study. For the data collection, it was developed a questionnaire addressing conceptual aspects, procedures and attitudes concerning professional daily life. From the total, only one teacher did not have the first aid subject at the college. Teachers in their minority feel able to provide the first aid and even take on the situations, showing satisfactory theory knowledge, however in real life they feel insecure to act on before serious situations. It points out that more than 80% know how to act before less aggravating calls. Nonetheless, during cardiopulmonary arrest (CPR) and hemorrhages, they reported the need of an updated training. Mainly in children, they do not feel safe to provide the aid. It was possible to conclude that Physical Education Teachers showed a satisfactory level of knowledge in theory, however it suggest courses periodic updates.</p><p class="resumoabstract"><strong>Keywords</strong>: First Aid. Faculty. Physical Education and Training.</p>

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