Patterns of Preservice Teacher–Student Negotiation Within the Teaching Personal and Social Responsibility Model

2020 ◽  
Vol 39 (2) ◽  
pp. 264-273
Author(s):  
Kelsey McEntyre ◽  
Matthew D. Curtner-Smith ◽  
K. Andrew R. Richards
Keyword(s):  
Preservice Teachers ◽  
Social Responsibility ◽  
Preservice Teacher ◽  
Key Factors ◽  
Early Field Experience ◽  
Teacher Student ◽  
Factors Influencing ◽  
Effective Training ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Purpose: The purpose of this study was to describe the patterns of teacher–student negotiation that occurred when preservice teachers (PTs) taught within the teaching personal and social responsibility (TPSR) model. Method: The participants were seven PTs enrolled in an elementary early field experience. They taught three to four mini-units of TPSR. Seven qualitative techniques were employed to collect data, and standard interpretive techniques were used to analyze them. Results: Three general patterns of negotiation were identified. In the units taught by two of the PTs, the negotiations became more positive. For three of the PTs, the rates of negotiation were constant. In the units taught by the remaining two PTs, the negotiations became more negative. Key factors influencing the patterns of negotiation were PTs’ comprehension of and comfort with the TPSR model; class size; and students’ age, gender, and skill level. Conclusion: These findings may help faculty develop more nuanced and effective training for PTs learning to teach through TPSR.

Preservice Physical Education Teachers’ Experiences Implementing the Teaching Personal and Social Responsibility Model

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Anthony Meléndez Nieves ◽  
Luis Estrada Oliver ◽  
Alexis Vargas
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Social Responsibility ◽  
Elementary Level ◽  
Physical Education Teachers ◽  
Study Results ◽  
Teachers Experiences ◽  
Student Misbehavior ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine physical education (PE) preservice teachers’ (PSTs) experiences applying the teaching personal and social responsibility model (TPSR) at the elementary level. Fuller’s (1969) theory of concern development served as a framework for this study. A purposive sample of nine PSTs (3 females, 6 males), majoring in PE teacher education, participated in the study. A focus group, observations, and diary reflections were used as data collection methods. Triangulation of the data and a member check process ensured the trustworthiness of the study. Results showed that PSTs were more prepared to teach the TPSR levels of helping others, effort, and autonomy at the elementary level. However, the level of respect was the most challenging level for PSTs to implement. Student misbehavior, planning, communication skills, and environmental factors emerged as practical instructional challenges in applying the TPSR. Finally, participants reported that the TPSR was vital and changed their beliefs regarding PE and contributes to developing values and life skills. Further research should address the concerns and gaps in the levels of respect and effort.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

scholarly journals THE EFFECTIVENESS OF HELLISON’S MODEL OF PERSONAL AND SOCIAL RESPONSIBILITY IN PHYSICAL EDUCATION TEACHING

2019 ◽  
pp. 663 ◽  
Author(s):  
Svetlana Buišić ◽  
Višnja Đorđić
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Social Responsibility ◽  
Youth Violence ◽  
Experimental Program ◽  
Control Group ◽  
Discipline Problems ◽  
Self Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Increase in youth violence, discipline problems in schools, decrease of interest in physical activities and other negative trends, impose the need for reconceptualization of physical education. Among promising models, one stands out. It is the Hellison’s responsibility model or Teaching Personal and Social Responsibility model-TPSR Model, based on intrinsic motivation and encouraging personal and social responsibility of students. Goal of the present study was to check the effectiveness of Hellison’s model in primary school physical education setting. Sample consisted of students of third grade of elementary school (N=100; 54 boys, 46 girls), appointed to experimental and control group. The effects of the experimental (TPSR) and standard program of physical education on responsibility in students, motivational orientations, self-evaluation, social support and motor learning were tested. The data was processed by methods of descriptive statistics, MANOVA analysis and Mann-Whitney test (p ≤ .05). After completing experimental program, statistically significant differences were detected in all dependent variables, consistently in favor of the experimental group. Hellison’s model produced the largest effects in the domain of motor learning, responsibility and self-determined motivation in students, which points to validity of its implementation in regular physical education teaching.

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