Influence of Negotiations on Preservice Teachers’ Instruction Within the Skill Themes Approach Unit

2020 ◽  
Vol 39 (4) ◽  
pp. 500-507
Author(s):  
Zachary Wahl-Alexander ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Critical Incident ◽  
Teacher Education Program ◽  
Analysis Data ◽  
Second Grade ◽  
Early Field Experience ◽  
Physical Education Teacher Education ◽  
Second Grade Students ◽  
Data Collection And Analysis ◽  
Positive Pattern

Purpose: To describe the influence of negotiations on instruction when preservice teachers taught elementary students using a skill theme approach. Methods: Participants were nine preservice teachers from one physical education teacher education program enrolled in a 9-week early field experience. They taught kindergarten, first-, and second-grade students (N = 203). Constructs from the ecology paradigm and previous research on negotiations guided data collection and analysis. Data were collected through nonparticipant observation, informal interviews, critical incident reflections, document analysis, and formal interviews. Deductive and inductive qualitative techniques were employed to code and categorize the data. Findings: A unique and mainly positive pattern of negotiations was revealed as were some new forms of negotiation. Students were also shown to initiate negative negotiations to change content they perceived as gender inappropriate. Conclusion: These findings could be used as the basis for educating preservice teachers to negotiate more effectively when teaching by skill themes.

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.

The Impact of a Critically Oriented Physical Education Teacher Education Course on Preservice Classroom Teachers

2007 ◽  
Vol 26 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Matthew D. Curtner-Smith
Keyword(s):  
Critical Incident ◽  
Field Experience ◽  
Methods Course ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Early Field Experience ◽  
Physical Education Teacher Education ◽  
Conventional Methods ◽  
The Impact ◽  
Analytic Induction

Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field experience on one class of 24 PCTs. Data were collected during and immediately after the early field experience by asking PCTs to complete critical incident reflective sheets, success/nonsuccess critical incident reflective sheets, and an anonymous reflective questionnaire. Analytic induction was used to analyze them. Results indicated that PCTs were able to reflect at a technical and practical level and achieved many of the goals at which conventional methods courses are aimed. Conversely, there were few examples of critical reflection. Personal, cultural, and programmatic factors explaining this finding are discussed.

Developing Preservice Teachers’ Adaptive Competence Using Repeated Rehearsals, Opportunities to Reflect, and Lesson Plan Modifications

2021 ◽  
pp. 1-9
Author(s):  
Xiuye Xie ◽  
Phillip Ward ◽  
Won Seok Chey ◽  
Leslie Dillon ◽  
Scott Trainer ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Lesson Planning ◽  
Methods Course ◽  
Management Skills ◽  
Physical Education Teacher Education ◽  
Core Practices

Purpose: The purpose of this study was to examine how preservice teachers (PSTs) developed their adaptive competence in lesson planning through repeated rehearsals and reflections in an online learning environment. Methods: A case study design utilizing descriptive analysis was used to analyze data collected from a series of lesson plan iterations made by nine PSTs in a physical education teacher education program. All participants attended one online introductory methods course, which consisted of a synchronous lecture and laboratory components to learn fundamental instruction and management skills in teaching physical education. Findings: PSTs made positive adaptations in five core practices in their lesson plan iterations. However, the frequency of adaptations in each core practice varied in different lesson components. The findings suggest that the complexity of content being taught and opportunities embedded in each lesson component may influence how adaptations were made in lesson plans. Conclusions: Repeated rehearsals and reflections can facilitate PSTs’ development of adaptations in lesson planning in an online environment. However, learning environments may prevent PSTs from adapting certain core practices.

scholarly journals Experiences of Preservice and In-Service Teachers in a Comprehensive School Physical Activity Infusion Curriculum

2020 ◽  
Vol 10 (10) ◽  
pp. 290
Author(s):  
Tan Leng Goh ◽  
Michelle Moosbrugger ◽  
Desmond Mello
Keyword(s):  
Physical Activity ◽  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Comprehensive School ◽  
Group Discussions ◽  
Self Reflection ◽  
Physical Education Teacher Education ◽  
Elementary Physical Education ◽  
Program Support

Considering the limited field experience offered for preservice teachers to competently prepare them to implement the Comprehensive School Physical Activity Program (CSPAP) in schools, the purpose of this study was to examine the experiences of preservice and in-service teachers participating in a CSPAP infusion curriculum within a physical education teacher education program. Fourteen preservice teachers enrolled in an elementary physical education course implemented four CSPAP projects in four elementary schools as part of coursework. At the end of the project, the preservice teachers participated in focus group discussions and submitted self-reflection papers, while four in-service teachers who partnered in the program participated in interviews. Guided by Self-Determination Theory, results indicated that the preservice teachers developed competency and experienced autonomy in CSPAP implementation during field experiences. Furthermore, they felt a sense of relatedness with the teachers, classmates, and children throughout the program. Support for future implementation is spurred through the school community. In view of the increasing need for preservice teachers to be equipped with the skills to implement CSPAPs, infusing a CSPAP curriculum within a physical education course is viable to facilitate intrinsic motivation among preservice teachers to implement physical activity programs in the future.

Exemplification and Characterization Moves in the Classroom Teaching of Geometry Concepts

1980 ◽  
Vol 11 (1) ◽  
pp. 10-21
Author(s):  
Randall I. Charle
Keyword(s):  
Preservice Teachers ◽  
Small Groups ◽  
Rotational Symmetry ◽  
Bilateral Symmetry ◽  
Concept Acquisition ◽  
Classroom Teaching ◽  
Second Grade ◽  
Second Grade Students ◽  
Trained Teachers

The purposes of this study were to determine whether teachers can be trained to use exemplification (E) and characterization (C) moves and whether the use of these moves facilitates concept acquisition. Each of 18 preservice teachers (9 trained, 9 control) taught two 20-minute lessons on geometry concepts to small groups of second-grade students. Significant differences favoring the trained teachers were found for the number of E and C moves. Mean student posttest scores for the trained teachers were significantly greater than scores for the control teachers. The number of nonexamples used for teaching bilateral symmetry and the number of examples used for teaching rotational symmetry accounted for a significant amount of the variance in posttest scores.

scholarly journals IMPROVING VOCABULARY MASTERY USING PICTURE FOR SECOND GRADE STUDENTS AT SLB- C TUT WURI HANDAYANI

2018 ◽  
Vol 1 (5) ◽  
pp. 671
Author(s):  
Pipit Pitria Handayani ◽  
Imam Muddin
Keyword(s):  
Qualitative Research ◽  
Mental Retardation ◽  
Foreign Language ◽  
Research Method ◽  
Second Grade ◽  
English As Foreign Language ◽  
Qualitative Research Design ◽  
Second Grade Students ◽  
Data Collection And Analysis ◽  
Learning Language

Communication is always needed in the lifes of human. The human communicate using different language. The language used always has vocabulary to understand. So, the communication can ocuur well. The vocabulary of language is a basis in learning language, includes English as foreign language in Indonesia that learnt by students elementary school untill University. Learning vocabulary of language is not easy especially for the students who has mental retardation. It was proved by the observation at Second Grade of SLB C Tut Wuri handayani that shows that they are low to memorize and difficult to say the vocabulary of English. To solve the problem, the writer conducted the research by using picture media to improve student’s vocabulary mastery. This research used qualitative research design with Classroom Action Research Method. The sample of this reearch was 5 students at second grade. The instrument used was observation then the data collection and analysis was observation. The result of this research shows that the student’s vocabulary mastery in learning english towards Mental retadartion  students at SLB- C Tut Wuri Handayani was improved. Keywords:  Vocabulary, Picture Media

Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model

2009 ◽  
Vol 28 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Margaret Stran ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Occupational Socialization ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Data Collection And Analysis ◽  
Interpretive Methods ◽  
Education Model

The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.

Preservice Physical Educators’ Epistemologies of Skillfulness

2000 ◽  
Vol 19 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Pamela C. Allison ◽  
Becky W. Pissanos ◽  
Adrian P. Turner ◽  
Denise R. Law
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
Knowledge And Beliefs ◽  
Teacher Education Faculty ◽  
Shared Understandings ◽  
Pattern Of Performance

The constructivist theoretical tenet, that individuals create meaning based on the interaction of their previous knowledge and beliefs with currently experienced phenomena, served as the orientating framework for inquiry into a physical education teacher education program that emphasizes development of skillful movers as the primary goal of physical education. Epistemological stances on movement skillfullness held by 25 beginning preservice teachers were explored. Data were collected in a directed reflective format. Inductive data analysis revealed that these preservice teachers see above average ability, task commitment, and creativity as characteristic of being skillful. Their constructs of skillfulness were developed in contexts that include the human body in action, intermesh of movements, whole pattern of performance, presence of movement, the sociocultural event, and skillfulness as a backdrop for teaching. These findings informed the dialectic between teacher education faculty and students by creating avenues for shared understandings of the epistemological bases of the program.

The Impact of an Early Field Experience on Preservice Physical Education Teachers’ Conceptions of Teaching

1996 ◽  
Vol 15 (2) ◽  
pp. 224-250 ◽  
Author(s):  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Effective Teaching ◽  
Student Teaching ◽  
Critical Incident ◽  
Process Data ◽  
Early Field Experience ◽  
Pupil Learning ◽  
Teaching Learning ◽  
The Impact

Much research on physical education preservice teachers’ (PTs) perceptions of effective teaching during early field experiences (EFEs) or student teaching has indicated a concern for keeping pupils well-behaved, busy, and happy (e.g., Placek, 1983). The purpose of this study was to determine the impact of an EFE, combined with a methods course developed from the knowledge base on effective teaching, on PT conceptions of the teaching-learning process. Data were collected using the critical incident technique (Flanagan, 1954) and a reflective questionnaire (O’Sullivan & Tsangaridou, 1992). PT responses were analyzed by employing Goetz and LeCompte’s (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on teaching technique, and believed that knowledge of sports and games was a vital component of teacher effectiveness, frequently mentioning that they were lacking in this area.

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