scholarly journals A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE

2015 ◽  
Vol 34 (1) ◽  
pp. 131-151 ◽  
Author(s):  
James D. Wyant ◽  
Emily M. Jones ◽  
Sean M. Bulger
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Physical Education ◽  
Technology Use ◽  
Physical Education Teachers ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Hands On Learning ◽  
Pete Programs ◽  
Technology Course

In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.

scholarly journals Enacting assessment for learning in the induction phase of physical education teaching

2021 ◽  
pp. 1356336X2110562
Author(s):  
Björn Tolgfors ◽  
Mikael Quennerstedt ◽  
Erik Backman ◽  
Gunn Nyberg
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Beginning Teachers ◽  
Research Question ◽  
Initial Study ◽  
Assessment For Learning ◽  
Induction Phase ◽  
Physical Education Teacher Education ◽  
Pete Programs

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2015 ◽  
pp. 223-254
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Culturally Relevant and Sustaining Pedagogies for and by Black and Latinx Preservice Physical Education Teachers

2021 ◽  
pp. 1-11
Author(s):  
Korey L. Boyd ◽  
Mara Simon ◽  
Cory E. Dixon
Keyword(s):  
Physical Education ◽  
Predominantly White ◽  
Culturally Relevant ◽  
Cultural Practices ◽  
Meaning Making ◽  
Physical Education Teachers ◽  
Community Members ◽  
Physical Education Teacher Education ◽  
Sources Of Support ◽  
Pete Programs

Introduction: Physical education (PE) and physical education teacher education (PETE) are informed by whiteness, resulting in marginalization and forced hypervisibility for community members of color. Culturally relevant and sustaining pedagogies (CRSP) facilitate “within group . . . [and] across-group cultural practices” for students and teachers of color to thrive. Purpose: This study highlights CRSP grounded in the experiences of Black and Latinx preservice PE teachers enrolled in predominantly White PETE programs. Methods: For this qualitative visual inquiry, 10 Black and Latinx PETE students each completed three interviews, coupled with participant-generated imagery. Data were analyzed inductively and deductively. Results: Students’ narratives included “othering” and hypervisibility. Participants’ understandings of CRSP illustrated the meaning-making they associated with CRSP. Participants identified co-conspirators, sources of support, and PETE pedagogies within a CRSP framework. Conclusion: The narratives support the call to embed CRSP within PETE programs to center students’ diverse cultural and ethnic identities.

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2018 ◽  
pp. 1196-1229
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

2019 ◽  
Vol 36 (4) ◽  
pp. 472-491 ◽  
Author(s):  
Wesley J. Wilson ◽  
K. Andrew R. Richards
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education

Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

scholarly journals Keeping The Physical Educator “Connected” An Examination Of Comfort Level, Usage And Professional Development Available For Technology Integration In The Curricular Area Of Physical Education

2017 ◽  
Vol 10 (4) ◽  
pp. 225-230
Author(s):  
Megan Adkins ◽  
Matthew R. Bice ◽  
Vicki Worrell ◽  
Nita Unruh
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Technology Use ◽  
Comfort Level ◽  
Future Research ◽  
Physical Education Teachers ◽  
Online Questionnaire ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Physical Educator

Schools continue to integrate the use of technology, and gymnasiums are not an exception.  The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology usage. A survey of 179 practicing Physical Education teachers located in the Midwest completed an online questionnaire. Results indicated Physical Education teachers were comfortable integrating technology but reported inadequate professional develop on technology device implementation.  These findings suggest Physical Educators are willing to integrate technology but the professional development and resources available to accomplish this is lacking. Future research should examine PETE program offerings, and additional PD opportunities offered by SHAPE America within the area of technology and Physical Education.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2016 ◽  
pp. 802-835
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

2018 ◽  
Vol 37 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Christine Galvan ◽  
Karen Meaney ◽  
Virginia Gray
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Learning Program ◽  
Pedagogical Content ◽  
Underserved Students ◽  
Physical Education Teacher Education ◽  
Learning Programs ◽  
Pete Programs ◽  
Cardiorespiratory Endurance

Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest–posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature.

scholarly journals Teachers Are Making a Difference: Understanding the Influence of Favorite Teachers

2015 ◽  
Author(s):  
Mark Smith ◽  
Karen Schmidt
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Teacher Narratives ◽  
Physical Education Teacher Education ◽  
Making A Difference ◽  
Axial Coding ◽  
The Impact ◽  
Favorite Teacher

Using the theoretical framework of occupational socialization, the purpose of this study was to examine preservice physical education teachers’ beliefs and values of teachers and teaching through analysis and interpretation of favorite teacher narratives. One hundred and eighty six preservice physical education teachers’ narratives were collected and analyzed using open and axial coding (Corbin & Strauss, 2008). The qualities and characteristics identified through analysis were organized into seven inclusive sub-categories of favorite teacher characteristics and abilities and were articulated into three central themes, described as Pay it Forward, Caring in Teaching, and Motivated to Learn. The findings suggest that understanding favorite teacher influences on preservice teachers provides insights into maximizing the impact of physical education teacher education programs.

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