African American pre-service physical education teachers’ learning about aquatic courses

2018 ◽  
Vol 25 (3) ◽  
pp. 778-795
Author(s):  
Takahiro Sato ◽  
Douglas W Ellison ◽  
Kevin Eckert
Keyword(s):  
African American ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Face To Face ◽  
Physical Education Teacher Education ◽  
Guided Learning ◽  
Constant Comparative Method ◽  
E Mail

The purpose of this study was to describe how African American pre-service physical education teachers engage themselves in learning aquatic content. This study used a case study design in andragogy theory. Seven participants (four males and three females) had very little experience and/or swimming ability prior to enrolling in the basic aquatic course. In fact, four participants had encountered near-drowning events and consequently experienced a fear of swimming. Data were collected from the participants while they were enrolled in a basic aquatic course and again while they were enrolled in the intermediate aquatic course. The data sources included self-reflective journals, a series of semi-structured face-to-face interviews and e-mail correspondence. The data were analyzed using a constant comparative method. Four significant themes were present: (a) drowning prevention lessons; (b) self-guided learning; (c) independent versus dependent learners; and (d) overcoming racial stereotypes. Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest physical education teacher education programmes should create learning experiences within aquatic courses that not only enhance future physical education teachers’ pedagogical content knowledge, but that also increase their awareness of culturally relevant pedagogy and social justice issues that may be faced when entering the physical education profession.

scholarly journals Physical Education Teachers′ Action Research on Teaching Games for Understanding

2017 ◽  
Vol 8 (2) ◽  
pp. 105-111
Author(s):  
Dania Aspasia ◽  
Naki Chrysoula ◽  
Stasinos Panagiotis ◽  
Lykesas Georgios
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Comparative Method ◽  
Physical Education Teachers ◽  
Student Centered ◽  
Teaching Games For Understanding ◽  
Research On Teaching ◽  
Constant Comparative Method ◽  
Cyclical Process ◽  
Learning Data

Abstract The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers′ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.

Anti-fat bias by professors teaching physical education majors

2016 ◽  
Vol 23 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Fabio Fontana ◽  
Ovande Furtado ◽  
Oldemar Mazzardo ◽  
Deockki Hong ◽  
Wagner de Campos
Keyword(s):  
Physical Education ◽  
Role Models ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Teacher Education Programs ◽  
Physical Education Teacher Education ◽  
Physical Education Departments ◽  
Physical Education Majors ◽  
Body Sizes ◽  
Awareness Programs

Anti-fat bias by professors in physical education departments may interfere with the training provided to pre-service teachers. The purpose of this study was to evaluate the attitudes of professors in physical education departments toward obese individuals. Professors from randomly selected institutions across all four US regions participated in the study ( N = 94). Participants took the Implicit Association Test and answered the Anti-Fat Attitude Scale and two questions specifically designed to measure their attitudes toward physical education teachers and majors who are obese. The participants exhibited implicit good–bad ( p < .001) and lazy–motivated ( p < .001) anti-fat biases. Professors favored accepting majors who are obese ( p < .001), but they strongly disapproved of obese physical education teachers as role models to their students ( p < .001). Explicit anti-fat bias was associated with a stronger disapproval of physical education teachers who are obese as role models to students ( p < .001) and accepting majors who are obese ( p < .001). Implicit good–bad anti-fat bias was associated with a stronger disapproval of obese physical education teachers as role models to students ( p = .047). The anti-fat bias demonstrated by the professors may negatively affect the training of pre-service physical education teachers to work with students of all body sizes. Awareness programs may be necessary to diminish anti-fat bias among professors in physical education teacher education programs.

scholarly journals Conocimiento del contenido y conocimiento pedagógico del contenido de educación física en educación secundaria (Physical Education Content knowledge and pedagogical content knowledge in secondary education)

Retos ◽  
2017 ◽  
pp. 146-151 ◽  
Author(s):  
Fco. Javier Castejon Oliva ◽  
Fco. Javier Giménez Fuentes-Guerra
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Teaching Efficiency ◽  
Key Aspects

El objetivo principal del estudio ha sido comprobar qué manifiesta el profesorado de educación física en educación secundaria con relación al Conocimiento del contenido y al Conocimiento Pedagógico del contenido, según su formación inicial, permanente y las clases que imparte, pues este dominio supone una característica clave de los docentes. Un total de 18 profesores de EF de secundaria (lo que supone el 72% del profesorado existente; 14 hombres y cuatro mujeres) contestaron a un cuestionario, y a cuatro de ellos se les entrevistó para ampliar la información. Los resultados muestran que en la formación inicial y para nuevos contenidos predomina el interés por el conocimiento del contenido; mientras que en los contenidos que dicen dominar o que identifican, se interesan por el conocimiento pedagógico del contenido. Los resultados pueden servir para que el profesorado en ejercicio asuma una mejora en estos dos aspectos claves del conocimiento pedagógico, y la mejora de la eficacia en la enseñanza de la EF. También se señalan limitaciones del estudio en cuanto a la población y los temas abordados. Abstract. The objective of the study is to examine secondary education physical education teachers’ knowledge and pedagogical knowledge of contents, depending on their initial and permanent education, as well as on the classes they teach, as the former represents a key feature for teachers. A total of 18 secondary education PE teachers (72% of the existing teachers’ workforce; 14 men and four women) answered a questionnaire. Additionally, four of them were interviewed in order to collect further information. The results show that interest in knowing the content predominates in initial education and when presenting new contents, whereas pedagogical knowledge is the focus of teachers when they claim to master a certain content. These results can be used to promote in-service teachers’ improvement in these two key aspects of pedagogical knowledge, as well as to enhance teaching efficiency in PE. Population and addressed topics may be considered as limitations of this sudy.

scholarly journals The contribution of teaching practices on construction of the pedagogical content knowledge of future physical education teachers

2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Daniel Marcon ◽  
◽  
Amandio Braga dos Santos Graça ◽  
Juarez Vieira do Nascimento ◽  
Michel Milistetd ◽  
...  
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Physical Education Teachers ◽  
Pedagogical Content

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

2021 ◽  
Vol 20 (3) ◽  
pp. 68-83
Author(s):  
Alejandro Almonacid-Fierro ◽  
Ricardo Souza de Carvalho ◽  
Franklin Castillo-Retamal ◽  
Manuel Almonacid Fierro
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Practical Training ◽  
Remote Work ◽  
Structured Interviews ◽  
Virtual Classrooms ◽  
Work Condition ◽  
Face To Face ◽  
Analysis Technique

The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

Culturally Relevant and Sustaining Pedagogies for and by Black and Latinx Preservice Physical Education Teachers

2021 ◽  
pp. 1-11
Author(s):  
Korey L. Boyd ◽  
Mara Simon ◽  
Cory E. Dixon
Keyword(s):  
Physical Education ◽  
Predominantly White ◽  
Culturally Relevant ◽  
Cultural Practices ◽  
Meaning Making ◽  
Physical Education Teachers ◽  
Community Members ◽  
Physical Education Teacher Education ◽  
Sources Of Support ◽  
Pete Programs

Introduction: Physical education (PE) and physical education teacher education (PETE) are informed by whiteness, resulting in marginalization and forced hypervisibility for community members of color. Culturally relevant and sustaining pedagogies (CRSP) facilitate “within group . . . [and] across-group cultural practices” for students and teachers of color to thrive. Purpose: This study highlights CRSP grounded in the experiences of Black and Latinx preservice PE teachers enrolled in predominantly White PETE programs. Methods: For this qualitative visual inquiry, 10 Black and Latinx PETE students each completed three interviews, coupled with participant-generated imagery. Data were analyzed inductively and deductively. Results: Students’ narratives included “othering” and hypervisibility. Participants’ understandings of CRSP illustrated the meaning-making they associated with CRSP. Participants identified co-conspirators, sources of support, and PETE pedagogies within a CRSP framework. Conclusion: The narratives support the call to embed CRSP within PETE programs to center students’ diverse cultural and ethnic identities.

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