scholarly journals The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

2020 ◽  
Vol 39 (3) ◽  
pp. 374-383
Author(s):  
Jan-Erik Romar ◽  
Magnus Ferry
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Learning Processes ◽  
Learning Activities ◽  
Methods Course ◽  
Classroom Teachers ◽  
Written Text

Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

1993 ◽  
Vol 13 (1) ◽  
pp. 46-61 ◽  
Author(s):  
Kathy C. Graham ◽  
Karen E. French ◽  
Amelia M. Woods
Keyword(s):  
Physical Education ◽  
Motor Skill ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Learning Processes ◽  
Expert Teacher ◽  
Third Grade Students ◽  
Skill Performance ◽  
Teaching Learning ◽  
Junior Students

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.

scholarly journals MENUMBUHKAN RASA SENANG BERHITUNG DENGAN METODE JARIMATIKA PADA SISWA TK

2020 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Choirul Kurniawan
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Activities ◽  
Classroom Teachers ◽  
Research Subjects ◽  
Descriptive Data ◽  
Analysis Techniques ◽  
Class A ◽  
Innovative Methods ◽  
Learning Mathematics

This study aims to measure and foster pleasure in counting with the Jarimatika method. This research was conducted collaboratively with classroom teachers in learning activities in class. The research subjects of Class A Bahrul Ulum TK in Karangduren Village, Pakisaji District, Malang Regency were 20 students. Data collection techniques: tests, observations, interviews and documentation, descriptive data analysis techniques. The purpose of this study is to help students grow their joy in learning mathematics with the Jarimatika method and help teachers to be more creative in making interesting and innovative methods in the classroom.

The Impact of a Field-Based Elementary Physical Education Methods Course on Preservice Classroom Teachers’ Beliefs

2002 ◽  
Vol 21 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Ping Xiang ◽  
Susan Lowy ◽  
Ron McBride
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Positive Impact ◽  
School Setting ◽  
Methods Course ◽  
Classroom Teachers ◽  
Education Professionals ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
The Impact

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

Comparison of Academic Learning Time in Physical Education: Students of Specialists and Nonspecialists

1986 ◽  
Vol 5 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Judith H. Placek ◽  
Lynda Randall
Keyword(s):  
Physical Education ◽  
Learning Activities ◽  
Academic Learning ◽  
Significant Variable ◽  
Classroom Teachers ◽  
Education Students ◽  
Learning Time ◽  
Physical Education Students ◽  
Significant Difference ◽  
Academic Learning Time

The purpose of the study was to compare the academic learning time (ALT) of elementary students in physical education classes taught by specialists with those taught by classroom teachers. Physical education classes of 7 specialists and 13 nonspecialists were observed using the revised ALT-PE instrument. The data revealed close similarities within the large categories of context and learner involvement, although interesting differences appeared within the subcategories. No significant difference was found in measures of ALT-PE. The results indicate that although specialists may select more appropriate learning activities, knowledge of content may not be the most significant variable in organizing for maximized student participation and success.

Development and Validation of the Basketball Offensive Game Performance Instrument

2013 ◽  
Vol 32 (1) ◽  
pp. 100-109 ◽  
Author(s):  
Weiyun Chen ◽  
Kristin Hendricks ◽  
Weimo Zhu
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Alpha Reliability ◽  
Performance Ability ◽  
Development And Validation ◽  
Game Performance

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player’s offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player’s offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts’ judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers’ offensive game performance ability in basketball.

scholarly journals Penerapan Model Pembelajaran Hellison Untuk Meningkatkan Nilai Tanggung Jawab Siswa Dalam Penggunaan Alat Pembelajaran Penjas

2018 ◽  
Vol 1 (2) ◽  
pp. 41
Author(s):  
Gilang Ginanjar ◽  
Dian Budiana
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Data Collection ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Tools ◽  
Research Model ◽  
Class V ◽  
Student Responsibility ◽  
Field Notes

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran Hellison dapat meningkatkan nilai tanggung jawab siswa dalam penggunaan alat pembelajaran Penjas. Penelitian ini menggunakan metode penelitian tindakan kelas, dengan model penelitian adaptasi dari Elliott. Penelitian dilakukan dalam dua  siklus, tiap satu siklus dilaksanakan sebanyak dua kali tindakan penelitian. Subjek penelitian merupakan siswa kelas  V  33 orang  terdiri dari 17 siswi dan 16 siswa. Teknik pengumpulan data antara lain dengan observasi, catatan lapangan, dan dokumentasi kegiatan pembelajaran selanjutnya data dianalisis menggunakan teknik persentase. Hasil presentase siklus I tindakan I sebesar 43% siklus II tindakan II sebesar 63% , siklus II tindakan I sebesar 83%  dan siklus II tindakan II sebesar 90%. Berdasarkan hasil penelitian terhadap  nilai tanggung jawab siswa dalam penggunaan alat pembelajaran Penjas telah menunjukkan bahwa model Hellison dapat meningkatkan rasa tanggungjawab siswa. AbstractThis study aims to determine whether hellison learning model can improve the value of student responsibility in the use of  physical education learning tools . This research uses classroom action research with adaptation research model from Elliott. The study was conducted in two cycles, each cycle was carried out twice. The subjects of the study were students of class V 33 people consisting of 17 boys and 16 girl. Data collection techniques, among others, with observation, field notes, and documentation of learning activities then data analyzed using percentage techniques. The result of the first cycle percentage of action I was 43% second cycle II action 63%, cycle II action I was 83% and second cycle II action was 90%. Based on the results of research on the value of student responsibility in the use of physical education learning tools  has shown that the Hellison model can improve student responsibility. 

scholarly journals Viabilidade do planeamento por etapas: visão dos estudantes-estagiários

2020 ◽  
Vol 6 (1) ◽  
pp. 62-67
Author(s):  
João Andrade ◽  
André Cruz ◽  
Daniel Patrício ◽  
Raquel Correia ◽  
Adilson Marques
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Data Collection ◽  
Learning Processes ◽  
Planning Model ◽  
Teaching Process ◽  
Education Planning ◽  
Indispensable Tool ◽  
Teaching Learning ◽  
Model Structures

Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student’s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.

scholarly journals Pendidikan multikultural di TK Mutiara Persada Soragan Yogyakarta

2016 ◽  
Vol 3 (2) ◽  
pp. 152
Author(s):  
Fransiska Fransiska
Keyword(s):  
Data Collection ◽  
Multicultural Education ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Value Pluralism ◽  
Classroom Teachers ◽  
Education Programs ◽  
Teachers And Students ◽  
The Subject ◽  
Research Show

Penelitian ini bertujuan untuk mengungkapkan program dan proses pembelajaran di TK Mutiara Persada Soragan Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subyek penelitian ditentukan dengan teknik purposive terdiri dari delapan guru dengan satu kepala sekolah dan tujuh guru kelas. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Data penelitian ini dianalisis menggunakan model interaktif dari Miles dan Huberman. Hasil penelitian menunjukkan : (1) program pendidikan multikultural terdiri atas program utama yang terstruktur dalam kurikulum dan program pendukung  di luar kurikulum yang berupa kegiatan ekstrakurikuler. Nilai pendidikan multikulturalnya berupa nilai demokratis, nilai humanis dan nilai pluralisme. (2) proses pembelajaran menggunakan pendekatan kontribusi dengan menggunakan model multikultural etnik. Evaluasi dilakukan ketika proses pembelajaran berlangsung antara guru dan siswa serta evaluasi mingguan yang dilaksanakan setiap hari Jumat antara kepala sekolah dan guru  sehingga keberhasilan pendidikan multikultural terwujud karena adanya kerjasama yang baik antara kepala sekolah dan guru.Kata Kunci: pendidikan multikultural, taman kanak-kanak. Multicultural education in TK Mutiara Persada Soragan YogyakartaAbstractThis research aims to several the programs and learning processes of multicultural education at TK Mutiara Persada Sorogan Yogyakarta.This research used the qualitative approach with descriptive type. The subject was established by using the purposive technique, consisting of eight teachers with one headmaster and seven classroom teachers. The technique of data collection was observation, interview and documentation. The data were analyzed using the interactive model of Miles and Huberman. The results of the research show: (1) multicultural education programs consists of primary program structured and the supporting programs are activities outside the curriculum whose implementation is in the form of extraculiculer activities. The value of multicultural education is in the form of democracy, humanism value, pluralism value; (2) the process of teaching used the contribution approach by using ethnic multicultural model. The evaluation is done at the time the process of learning is taking place between teachers and students and weekly evaluation implemented every Friday between the headmaster and teachers, the success of multicultural education is realized because of the good cooperation between the headmaster and teachers.Keywords: multicultural education, kindergarten.

Hidden Curriculum Pembelajaran di SMA Ehipassiko BSD City Tangerang Selatan

2019 ◽  
Author(s):  
Suntoro
Keyword(s):  
High School ◽  
Data Collection ◽  
Education System ◽  
Student Attitudes ◽  
Research Method ◽  
Hidden Curriculum ◽  
Learning Activities ◽  
Data Collection Technique ◽  
Positive Character

Hidden curriculum is an integral part of the implementation of the education system. The existence of a hidden curriculum is absolutely necessary as a means of transfering positive character values to students. This study aims to determine the shape and implementation of hidden curriculum at Ehipassiko High School as one of the schools characterized by Buddhism. The research method used is descriptive qualitative. The data collection technique of this study uses observation, interviews, and documentation. The result of the study show that the hidden curriculum that appears in actual curriculum practice is reflected in learning activities such as: (a) the initial, core, and final activities of learning, (b) attached to all subjects; (c) student attitudes and comliance, and (d) exemplary teacher. Hidden curriculum in the learning process has a function as a tool and methid to increase the repertoire of students knowledge as well as a melting atmosphere of learning, resenting a respected and interesting teahing educator mode, so as to arouse students interest in learning. This research is expected to be an input for Ehipassiko Hidh School n particular and Buddhist schools in general to improve the quality of good Buddhist education.

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