Socio-critical research on teaching physical education and physical education teacher education

2017 ◽  
Vol 24 (3) ◽  
pp. 314-329 ◽  
Author(s):  
Mercè Felis-Anaya ◽  
Daniel Martos-Garcia ◽  
José Devís-Devís
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Critical Pedagogy ◽  
Student Teachers ◽  
Selection Process ◽  
Critical Research ◽  
Physical Education Teacher Education ◽  
Qualitative Approaches ◽  
Research On Teaching ◽  
The Usa

The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting

1991 ◽  
Vol 11 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Richard Tinning
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Critical Pedagogy ◽  
Physical Education Teachers ◽  
Physical Education Teacher Education ◽  
Political Processes ◽  
Performance Pedagogy ◽  
Dominant Discourses ◽  
Teacher Education Pedagogy ◽  
Problem Setting

Pedagogy is a major concern of teacher education. Within this paper three pedagogies are discussed: performance pedagogy, critical pedagogy, and postmodern pedagogy. The case is made that in order to understand which particular pedagogies are privileged within physical education teacher education, it is useful to analyze the discourses on which they are based and the process of problem setting, which acts to define or set certain problems that require certain solutions. The problems that dominate the physical education profession tend to be those that address technical or instrumental issues, which in turn privilege performance pedagogy as the appropriate solution. The political processes involved in such problem setting are discussed with reference to dominant discourses and the nature of contemporary professional practice. It is argued that privileging performance pedagogy in teacher education is limited in vision and continues to produce physical education teachers who conceive of teaching as essentially a technical matter with little sense of the social, moral, and political aspects of their work.

Kids Say the Darndest Things: PETE Program Assessment through the Eyes of Students

2008 ◽  
Vol 27 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Bryan McCullick ◽  
Mike Metzler ◽  
Seref Cicek ◽  
Josephine Jackson ◽  
Brad Vickers
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Student Assessment ◽  
Program Assessment ◽  
National Standards ◽  
Assessment Process ◽  
Communication Management ◽  
Physical Education Teacher Education ◽  
Pete Programs

An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers—the student teachers (STs). Finding out what students think, know, and feel about STs’ teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students’ perspectives of STs’ effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students’ ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students’ perspectives of the STs’ performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs’ competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs’ performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Sue Sutherland ◽  
Jennifer Walton-Fisette
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Lessons Learned ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

Dance in Physical Education: Experiences in Dance as Described by Physical Education Student Teachers

2012 ◽  
Vol 3 (1) ◽  
pp. 14-29
Author(s):  
Hilde Rustad
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Contact Improvisation ◽  
Dance Improvisation ◽  
The Subject

Abstract In Norway dance in school is mainly placed within the subject of physical education. This paper is based on a study conducted together with students in physical education teacher education. The main focus is to explore experiences in dance improvisation and contact improvisation as described by physical education student teachers. The study is influenced by phenomenological thinking. The analysis makes evident that the students experienced the subject of dance improvisation and contact improvisation in many different ways. Yet, how the student teachers express their experiences can be divided into the different roles of student-dancers experiencing dancing and student-teachers trying to decide whether what they do in the dance classes can be used in teaching in schools.

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