scholarly journals “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

2019 ◽  
Vol 38 (4) ◽  
pp. 377-387 ◽  
Author(s):  
Shrehan Lynch ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Thematic Analysis ◽  
Teacher Educator ◽  
Data Sources ◽  
Problem Posing ◽  
Critical Awareness ◽  
Stimulated Recall ◽  
Inquiry Approach ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

Impact of a Training Program on Preservice Teachers’ Ability to Negotiate With Elementary Students While Teaching Skill Themes

2021 ◽  
pp. 1-9
Author(s):  
Zachary Wahl-Alexander ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Training Program ◽  
Field Experience ◽  
Participant Observation ◽  
Role Playing ◽  
Early Field Experience ◽  
Stimulated Recall ◽  
Program Components ◽  
Stimulated Recall Interviews ◽  
The Impact

Purpose: To determine the impact of a training program on the ability of preservice teachers (PTs) to negotiate with their students while teaching through the skill themes approach during an early field experience. Method: Participants were 11 PTs who were given specific training on how to negotiate with their students. Data on their ability to negotiate were collected during the early field experience with six qualitative techniques (journaling, document analysis, participant observation, and formal, informal, and stimulated recall interviews) and were analyzed using standard interpretive techniques. Findings: The training program was effective. Patterns of negotiation observed for both PTs and students improved as the PTs’ skill themes units progressed. The volume of positive negotiations increased and the volume of negative negotiations decreased. Key training program components were lecture/discussions, film, journaling, and role playing. Conclusions: Training PTs to negotiate can help them improve their teaching through the skill themes approach. Ability to negotiate may distinguish between effective and ineffective PTs who otherwise have similar pedagogical skills.

Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

2020 ◽  
Vol 37 (2) ◽  
pp. 141-159 ◽  
Author(s):  
Justin A. Haegele ◽  
Samuel R. Hodge ◽  
Xihe Zhu ◽  
Steven K. Holland ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Visual Impairments ◽  
Qualitative Description ◽  
Data Sources ◽  
Research Approach ◽  
Telephone Interviews ◽  
Perceived Importance

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

scholarly journals Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers

2018 ◽  
Vol 11 (4) ◽  
pp. 117 ◽  
Author(s):  
Pinar Sali ◽  
Ilknur Kecik
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Novice Teachers ◽  
Data Sources ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Stimulated Recall ◽  
Efl Teachers ◽  
Stimulated Recall Interviews

The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.

Developing Principles of Practice for Implementing Models-Based Practice: A Self-Study of Physical Education Teacher Education Practice

2021 ◽  
pp. 1-9
Author(s):  
Kellie Baker
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Educator ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Education Practice ◽  
Physical Education Teacher Education ◽  
Self Study ◽  
Principles Of Practice

Purpose: Models-Based Practice (MBP) has been suggested as one possible physical education future. However, there are few examples that consider the challenges faced implementing MBP. The purpose of this research is to develop and articulate principles of practice for implementing MBP in physical education teacher education. Method: Self-Study of Teacher Education Practice methodology guided collection of teacher educator and preservice teacher (n = 9) data. Results: Principles of practice are identified: (a) providing opportunities for beginning teachers to analyze their learning about and through MBP provides unique insights into using MBP, (b) experiencing and examining alternatives to MBP provides preservice teachers with opportunities to practice pedagogical decision making, and (c) individual and group meetings support teacher educators and preservice teachers in crystallizing understandings of MBP implementation. Conclusion: The articulation of principles of practice offers insights into how teacher educator practice might be examined, developed, and shared for use by others.

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

2018 ◽  
Vol 25 (3) ◽  
pp. 893-909 ◽  
Author(s):  
Margarida Alves ◽  
Ann MacPhail ◽  
Paula Queirós ◽  
Paula Batista
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Identity ◽  
Thematic Analysis ◽  
Power Relations ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
School Placement ◽  
Teacher Professional Identity ◽  
Teacher Professional

Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school placement (i.e. an academic school year) and included researcher observations, researcher field notes, and semi-structured interviews with preservice teachers and their cooperating teacher. A thematic analysis was used in a process of constant comparison. Emotions were labelled using Zembylas’ three main categories: ideology; school culture; and power relations. A fourth category labelled physical education culture was created through an inductive thematic analysis to capture emotions deemed to align specifically to the teaching of physical education. With respect to ideology, preservice teachers alluded to positive emotions such as care for students, a sense of accomplishment and happiness. Challenging emotions included insecurity/anxiety, disappointment and anger/frustration. Related to school culture, while preservice teachers expressed a sense of belonging they also reported feeling powerless with respect to particular rules enforced by the school. Related to power relations, while preservice teachers were thankful for having a school structure guiding them they, at times, regretted the limited opportunity that such structure allowed them in cultivating agency. Becoming a physical education teacher triggered specific emotions such as practising safety within the gymnasium and a rise in confidence when recognised as a physical education teacher by other physical education teachers.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals Applying evidence-based medicine in general practice: a video-stimulated interview study on workplace-based observation

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisanne S. Welink ◽  
Kaatje Van Roy ◽  
Roger A. M. J. Damoiseaux ◽  
Hilde A. Suijker ◽  
Peter Pype ◽  
...  
Keyword(s):  
Decision Making ◽  
General Practice ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Stimulated Recall ◽  
Previous Discussion ◽  
Based Medicine ◽  
Stimulated Recall Interviews ◽  
Gp Training

Abstract Background Evidence-based medicine (EBM) in general practice involves applying a complex combination of best-available evidence, the patient’s preferences and the general practitioner’s (GP) clinical expertise in decision-making. GPs and GP trainees learn how to apply EBM informally by observing each other’s consultations, as well as through more deliberative forms of workplace-based learning. This study aims to gain insight into workplace-based EBM learning by investigating the extent to which GP supervisors and trainees recognise each other’s EBM behaviour through observation, and by identifying aspects that influence their recognition. Methods We conducted a qualitative multicentre study based on video-stimulated recall interviews (VSI) of paired GP supervisors and GP trainees affiliated with GP training institutes in Belgium and the Netherlands. The GP pairs (n = 22) were shown fragments of their own and their partner’s consultations and were asked to elucidate their own EBM considerations and the ones they recognised in their partner’s actions. The interview recordings were transcribed verbatim and analysed with NVivo. By comparing pairs who recognised each other’s considerations well with those who did not, we developed a model describing the aspects that influence the observer’s recognition of an actor’s EBM behaviour. Results Overall, there was moderate similarity between an actor’s EBM behaviour and the observer’s recognition of it. Aspects that negatively influence recognition are often observer-related. Observers tend to be judgemental, give unsolicited comments on how they would act themselves and are more concerned with the trainee-supervisor relationship than objective observation. There was less recognition when actors used implicit reasoning, such as mindlines (internalised, collectively reinforced tacit guidelines). Pair-related aspects also played a role: previous discussion of a specific topic or EBM decision-making generally enhanced recognition. Consultation-specific aspects played only a marginal role. Conclusions GP trainees and supervisors do not fully recognise EBM behaviour through observing each other’s consultations. To improve recognition of EBM behaviour and thus benefit from informal observational learning, observers need to be aware of automatic judgements that they make. Creating explicit learning moments in which EBM decision-making is discussed, can improve shared knowledge and can also be useful to unveil tacit knowledge derived from mindlines.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

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