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.

Negotiations Between Preservice Classroom Teachers and Students During a Physical Education Early Field Experience

2020 ◽  
Vol 39 (1) ◽  
pp. 69-77
Author(s):  
Kelsey McEntyre ◽  
Matthew D. Curtner-Smith ◽  
Deborah S. Baxter
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Field Experience ◽  
Classroom Teachers ◽  
Early Field Experience ◽  
Pedagogical Content ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
Knowledge Content ◽  
Analytic Induction

Purpose: To describe the patterns of negotiation engaged in by preservice classroom teachers (PCTs) and their students during a physical education early field experience. Method: The participants were 16 PCTs enrolled in the early field experience. They taught a variety of content within six lessons to second- and fourth-grade students. Data were collected using six qualitative methods and analyzed using analytic induction and constant comparison. Results/Conclusions: Seven PCTs were relatively effective negotiators, whereas nine PCTs were relatively ineffective. The PCTs’ negotiation skills were influenced by their comfort with physical education, pedagogical knowledge, content knowledge, and pedagogical content knowledge. The negotiations initiated by the PCTs and their students were similar to those described in previous studies. The type and amount of student-initiated negotiation was influenced by their gender, age, skill level, and content taught. The implications for preparing PCTs to teach physical education are discussed.

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.

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.

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.

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.

scholarly journals Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

2011 ◽  
Vol 30 (3) ◽  
pp. 296-313 ◽  
Author(s):  
Hong-Min Lee ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Graduate Education ◽  
Doctoral Students ◽  
Occupational Socialization ◽  
Degree Programs ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
The Impact ◽  
Analytic Induction

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

Adopt-an-Apprentice Teacher

2018 ◽  
pp. 367-394
Author(s):  
Timothy J. Murnen ◽  
Jonathan Bostic ◽  
Nancy Fordham ◽  
Joanna Weaver
Keyword(s):  
Teacher Candidates ◽  
Field Experience ◽  
Novice Teacher ◽  
Field Experiences ◽  
Subject Area ◽  
Clinical Settings ◽  
Classroom Teachers ◽  
Specific Field ◽  
The Impact ◽  
Content Pedagogy

The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates' conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates' conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards.

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.

Influence of an Elementary Methods Course and Early Field Experience on Preservice Teachers’ Value Orientations

2020 ◽  
pp. 1-9
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith ◽  
Stefanie A. Wind
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
Short Form ◽  
Theoretical Perspective ◽  
Value Orientation ◽  
Value Orientations ◽  
Methods Course ◽  
Occupational Socialization ◽  
Early Field Experience ◽  
Elementary Methods

Purpose: To determine the influence of an elementary methods course and early field experience on eight preservice teachers’ (PTs’) value orientations. Method: The theoretical perspective employed was occupational socialization. Data were collected with the short form of the value orientation inventory and five qualitative techniques (formal and informal interviews, nonparticipant observation, critical incidents, and stimulated recall). The value orientation inventory profiles for the instructor and PTs were visually inspected for similarities and changes. Analytic induction and constant comparison were employed to analyze the qualitative data. Results: Value orientations of PTs with teaching and moderate coaching orientations were influenced by the methods course and early field experience, while those of PTs with strong coaching orientations were not. Factors leading to this evolution were the curriculum model employed, the instructor, and PTs’ increased confidence and knowledge of students. Summary and Conclusions: The study highlights the importance of faculty facilitating reflection on connections between instructional models and value orientations and how these relate to PTs’ beliefs.

Sign in / Sign up

Export Citation Format

Share Document