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.

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.

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