Problem Based Learning and Personnel Preparation in Adapted Physical Education

1990 ◽  
Vol 7 (3) ◽  
pp. 205-218
Author(s):  
Patricia I. Hogan
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Adapted Physical Education ◽  
Teacher Preparation Programs ◽  
Personnel Preparation ◽  
Schools Of Education ◽  
Preparation Programs

A prominent theme of educational reform involves focusing on developing students’ thinking abilities. This theme is germane to improving the quality of teacher preparation programs in all subject areas including adapted physical education (APE). Perhaps schools of education in general and APE teacher preparation programs in particular can learn from some progressive and prominent medical schools regarding the development of curricula, programs, and experiences to improve quality of personnel. These medical schools have introduced a conceptually significant innovation—the problem-based learning (PBL) curriculum. It is the purpose of this article to introduce the concept of PBL as a potential model for graduate level personnel preparation in APE.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Preparing Teachers in the Age of Equity and Inclusion

2017 ◽  
pp. 1532-1554
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs

2002 ◽  
Vol 96 (3) ◽  
pp. 143-153 ◽  
Author(s):  
Sheila Amato
Keyword(s):  
Teacher Preparation ◽  
Visual Impairment ◽  
Research Methods ◽  
Descriptive Study ◽  
Literacy Skills ◽  
Historical Background ◽  
Teacher Preparation Programs ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Braille Literacy

This article reports on a descriptive study of standards and criteria for competence in braille literacy within teacher preparation programs and the specific role played in the achievement of proficiency in braille literacy by university teacher preparation programs in blindness and visual impairment. It contains a summary of the need for such research, historical background, research methods, and a discussion of standards and implications for personnel preparation.

Preparation of Leadership Personnel in Adapted Physical Education

1991 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
John M. Dunn ◽  
Jeffrey A. McCubbin
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Systematic Analysis ◽  
Qualified Personnel

This paper presents data that document the need for additional leadership personnel in adapted physical education. A systematic analysis of the Chronicle of Higher Education, Dissertation Abstracts International, and the Physical Education Gold Book reveals that there is currently a discrepancy between the number of advertised positions in higher education and the number of available personnel to fill these positions. The delivery of appropriate personnel preparation programs in the area of adapted physical education is dependent upon the availability of well trained and qualified personnel. Observations are made on the type of training needed and recommendations for ensuring the availability of a qualified pool of applicants.

scholarly journals Dynamic Pedagogy of Physical Education Teacher Preparation: Linking Practice with Theory

2010 ◽  
Vol 16 (2) ◽  
pp. 7-24
Author(s):  
Christopher R. EDGINTON ◽  
Beth KIRKPATRICK ◽  
Rick SCHUPBACH ◽  
Carol PHILLIPS ◽  
Ming-kai CHIN ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Teacher Preparation Programs ◽  
Theoretical Knowledge ◽  
Physical Education Teacher ◽  
Preparation Programs ◽  
Education Teacher ◽  
Use Of Technology ◽  
Recruitment And Selection ◽  
Cohort Groups

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Physical education teacher preparation programs are being called into question, failing to inspire, motivate or adequately prepare the needs of learners in the 21st Century. The application of the technical-rationality model for preparing teachers, where gaining theoretical knowledge as a prelude to practice, is being questioned. The problem is that the teaching of theoretical knowledge has not been adequately tied to actual practice of physical education in an effective fashion. This paper presents a frame work for a unique master’s degree program focused on preparing physical education teachers with an emphasis on technology. Known as the POLAR Scholar program, the uniqueness of the program emerges from the unique blend of seven curricular components in a holistic fashion. These include: 1) linking practice with theory, not the reverse; 2) creation of a total immersion, contextually based learning environment; 3) emphasis on the use of technology; 4) daily ongoing engagement with a master physical education teacher; 5) opportunities to use reflection as a strategy to improve professional practice; 6) extension of learning environments to partner organizations beyond the school, leading to greater community engagement; and 7) recruitment and selection of students to operate within cohort groups. 面對21世紀教育的發展趨勢，體育教師的培養面臨挑戰，如何鼓舞，激勵和迎合學生的需要成為關注的重點。以技術理性為主，從理論到實踐的教師培訓模式正在受到質疑。問題是，理論知識在體育教學中並沒有得到有效的實踐和應用。本文闡述了一 種獨特、創新的大學與社區合作的體育碩士培訓課程 -- POLAR Scholars，由美國北愛荷華大學，格蘭迪中心社區學校和芬蘭Polar Electro, Inc.合辦。該課程運用以科技為主的沉浸式教學方法，使用POLAR心率監控器為依據來觀測小學生體育課的運動負荷量，提高學生終身體育與健康意識。課程設計以綜合全面的培訓模式作為重點，包括七個方面: 1) 參加課程培訓的教師從實踐到理論來獲得的直接體育教學經驗，而不是理論到實踐; 2) 採用沉浸式教學方法在學校和社區進行實踐學習；3) 科技教學手段的實際運用; 4) 實習教師與輔導教師的之間的日常協作與夥伴關係；5) 通過實踐學習，提高反思能力；6) 學校和社區相結合，提供與社區交流的機會，讓學生走進社區進行實踐學習; 7) 每年進行全國的招募，審核和挑選優秀的學生參加課程培訓。

Traditional Teacher Evaluation Models

2016 ◽  
pp. 1620-1640
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Addressing Personnel Preparation Needs to Meet the Challenges of the Future

1986 ◽  
Vol 3 (2) ◽  
pp. 118-123 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Physical Education ◽  
Multidisciplinary Approach ◽  
Quality Education ◽  
Adapted Physical Education ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Strict Adherence ◽  
Educational Backgrounds ◽  
Body Of Knowledge ◽  
Teacher Training Programs

Development of personnel preparation programs has focused upon a progressive trend away from a strict adherence to a physical education philosophy to a philosophy that stresses more of a multidisciplinary approach. Early obstacles experienced by directors of personnel preparation programs included legislation, program development, and a limited body of knowledge. Future considerations include directors with varied educational backgrounds and a national movement toward quality education. Teacher training programs will need to redefine their curriculum offerings in adapted physical education to address quality assurance requirements. Future programs in adapted physical education will need to become more field based and address functional competencies that will prepare students to meet the psychomotor needs of handicapped children effectively.

Teaching as a Women's Occupation: A Feminist Critique

1978 ◽  
Vol 160 (4) ◽  
pp. 50-63 ◽  
Author(s):  
Barbara S. Mitrano
Keyword(s):  
Teacher Preparation ◽  
Undergraduate Education ◽  
Women Teachers ◽  
Teacher Preparation Programs ◽  
Institutional Constraints ◽  
Feminist Critique ◽  
Preparation Programs ◽  
Role Conflicts ◽  
Moral Quality

This article analyzes teaching as a women's occupation. It begins with undergraduate teacher-preparation programs and the ways in which women are influenced to view teaching as a desirable occupation for them while it is held to be not so desirable for men. It then examines those features of the occupation that have been criticized as helping to keep teaching from becoming a true “profession.” These include: a) ease of entry into preparation programs, b) the quality of these programs, c) the comparison of these preparation programs with those of law and medicine, through the concept of the “ordeal,” d) the ways in which undergraduate education in general perpetuates sexism, e) teaching as an unstaged, mobility-blocked occupation, f) role conflicts that women teachers experience, g) the moral quality attached to teaching, and h) the psychic rewards of teaching. For each of these issues, an analysis is made which demonstrates that these institutional constraints help perpetuate sexism in the occupation, while at the same time the constraints themselves are seen as caused by the women who are their victims.

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