Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

2021 ◽  
Vol 40 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Tan Leng Goh ◽  
Kristin Scrabis-Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Community Of Practice ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Movement Integration

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach

2020 ◽  
Vol 39 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Brendon P. Hyndman ◽  
Stephen Harvey
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Self Determination ◽  
Computer Assisted ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

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.

The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

2020 ◽  
Vol 39 (1) ◽  
pp. 18-27
Author(s):  
Kate Hovey ◽  
Diana Niland ◽  
John T. Foley
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
The Impact

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.

Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education

2008 ◽  
Vol 27 (3) ◽  
pp. 347-367 ◽  
Author(s):  
Elizabeth Domangue ◽  
Russell Lee Carson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Hurricane Katrina ◽  
Cultural Competency ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Education Teacher ◽  
Physical Education Teacher Education

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

Transfer of Content Development Across Practica in Physical Education Teacher Education

2018 ◽  
Vol 37 (4) ◽  
pp. 330-339 ◽  
Author(s):  
Fatih Dervent ◽  
Phillip Ward ◽  
Erhan Devrilmez ◽  
Emi Tsuda
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Content Knowledge ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Content Development ◽  
The Mean ◽  
Instructional Tasks

Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.

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