Physical Education Teacher Education Student Teaching Placement Procedures: A Descriptive Analysis

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

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Infusing Technology into a Physical Education Teacher Education Program

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch027 ◽

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.

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Dance in Physical Education: Experiences in Dance as Described by Physical Education Student Teachers

Nordic Journal of Dance ◽

10.2478/njd-2012-0003 ◽

2012 ◽

Vol 3 (1) ◽

pp. 14-29

Author(s):

Hilde Rustad

Keyword(s):

Teacher Education ◽

Physical Education ◽

Student Teachers ◽

Education Student ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Contact Improvisation ◽

Dance Improvisation ◽

The Subject

Abstract In Norway dance in school is mainly placed within the subject of physical education. This paper is based on a study conducted together with students in physical education teacher education. The main focus is to explore experiences in dance improvisation and contact improvisation as described by physical education student teachers. The study is influenced by phenomenological thinking. The analysis makes evident that the students experienced the subject of dance improvisation and contact improvisation in many different ways. Yet, how the student teachers express their experiences can be divided into the different roles of student-dancers experiencing dancing and student-teachers trying to decide whether what they do in the dance classes can be used in teaching in schools.

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School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

European Physical Education Review ◽

10.1177/1356336x12440023 ◽

2012 ◽

Vol 18 (2) ◽

pp. 159-181 ◽

Cited By ~ 13

Author(s):

Fiona Chambers ◽

Kathleen Armour

Keyword(s):

Teacher Education ◽

Physical Education ◽

Professional Learning ◽

Teaching Practice ◽

Education Student ◽

Physical Education Teacher ◽

University Partnerships ◽

Education Teacher ◽

Physical Education Teacher Education ◽

The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

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