Strategies for Increasing Minorities and Women in Sport Management and Physical Education Teacher Preparation Programs: Common Recruitment and Retention Themes

1996 ◽  
Vol 5 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Mary A. Hums ◽  
Camille P. O’Bryant ◽  
Linda Tremble
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Sport Management ◽  
Teacher Preparation Programs ◽  
Physical Education Teacher ◽  
Preparation Programs ◽  
Education Teacher ◽  
Recruitment And Retention ◽  
Women In Sport

scholarly journals Dynamic Pedagogy of Physical Education Teacher Preparation: Linking Practice with Theory

2010 ◽  
Vol 16 (2) ◽  
pp. 7-24
Author(s):  
Christopher R. EDGINTON ◽  
Beth KIRKPATRICK ◽  
Rick SCHUPBACH ◽  
Carol PHILLIPS ◽  
Ming-kai CHIN ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Teacher Preparation Programs ◽  
Theoretical Knowledge ◽  
Physical Education Teacher ◽  
Preparation Programs ◽  
Education Teacher ◽  
Use Of Technology ◽  
Recruitment And Selection ◽  
Cohort Groups

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Physical education teacher preparation programs are being called into question, failing to inspire, motivate or adequately prepare the needs of learners in the 21st Century. The application of the technical-rationality model for preparing teachers, where gaining theoretical knowledge as a prelude to practice, is being questioned. The problem is that the teaching of theoretical knowledge has not been adequately tied to actual practice of physical education in an effective fashion. This paper presents a frame work for a unique master’s degree program focused on preparing physical education teachers with an emphasis on technology. Known as the POLAR Scholar program, the uniqueness of the program emerges from the unique blend of seven curricular components in a holistic fashion. These include: 1) linking practice with theory, not the reverse; 2) creation of a total immersion, contextually based learning environment; 3) emphasis on the use of technology; 4) daily ongoing engagement with a master physical education teacher; 5) opportunities to use reflection as a strategy to improve professional practice; 6) extension of learning environments to partner organizations beyond the school, leading to greater community engagement; and 7) recruitment and selection of students to operate within cohort groups. 面對21世紀教育的發展趨勢，體育教師的培養面臨挑戰，如何鼓舞，激勵和迎合學生的需要成為關注的重點。以技術理性為主，從理論到實踐的教師培訓模式正在受到質疑。問題是，理論知識在體育教學中並沒有得到有效的實踐和應用。本文闡述了一 種獨特、創新的大學與社區合作的體育碩士培訓課程 -- POLAR Scholars，由美國北愛荷華大學，格蘭迪中心社區學校和芬蘭Polar Electro, Inc.合辦。該課程運用以科技為主的沉浸式教學方法，使用POLAR心率監控器為依據來觀測小學生體育課的運動負荷量，提高學生終身體育與健康意識。課程設計以綜合全面的培訓模式作為重點，包括七個方面: 1) 參加課程培訓的教師從實踐到理論來獲得的直接體育教學經驗，而不是理論到實踐; 2) 採用沉浸式教學方法在學校和社區進行實踐學習；3) 科技教學手段的實際運用; 4) 實習教師與輔導教師的之間的日常協作與夥伴關係；5) 通過實踐學習，提高反思能力；6) 學校和社區相結合，提供與社區交流的機會，讓學生走進社區進行實踐學習; 7) 每年進行全國的招募，審核和挑選優秀的學生參加課程培訓。

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 43-54 ◽  
Author(s):  
Nancy M. Sileo ◽  
Thomas W. Sileo ◽  
Thomas B. Pierce
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Rural Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Ethical Issues ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

2021 ◽  
Vol 40 (1) ◽  
pp. 146-156
Author(s):  
Siu-Ming Choi ◽  
Raymond Kim-Wai Sum ◽  
Tristan Wallhead ◽  
Amy Sau-Ching Ha ◽  
Cindy Hui-Ping Sit ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Physical Education ◽  
Teaching Efficacy ◽  
Teacher Preparation Program ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Physical Literacy ◽  
Students With Special Needs ◽  
Education Teacher

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

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