Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

2021 ◽  
pp. 1356336X2199521
Author(s):  
Rita Silva ◽  
Cláudio Farias ◽  
Isabel Mesquita
Keyword(s):  
Preservice Teachers ◽  
Novice Teachers ◽  
Developmentally Appropriate ◽  
Student Resistance ◽  
Occupational Socialization ◽  
Sport Education ◽  
Inclusion Criteria ◽  
Cooperative Interactions ◽  
Physical Education Teacher Education ◽  
Learning Team

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

scholarly journals A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

2013 ◽  
Vol 32 (2) ◽  
pp. 166-185 ◽  
Author(s):  
J.T. Deenihan ◽  
Ann MacPhail
Keyword(s):  
Preservice Teachers ◽  
School Context ◽  
Occupational Socialization ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
School Teaching ◽  
Qualified Teacher ◽  
Continued Use ◽  
Program Data

How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Sieden-top, 1994) is an area researchers believe warrants further investigation (Stran &R Curtner-Smith, 2009a). This study explores one PST’s experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid- and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE. Data were triangulated and analyzed using thematic coding. Occupational socialization (Lawson, 1983a, 1983b) was used to determine the factors which influenced his delivery of SE. Results showed his SE season was influenced by his teaching orientation, sporting experiences, PETE program and school context where he was teaching. Although he encountered difficulties, he valued SE’s benefits and continued to use it during his subsequent career as a qualified teacher.

scholarly journals The Influence of Organizational Socialization in Preservice Teachers’ Delivery of Sport Education

2017 ◽  
Vol 36 (4) ◽  
pp. 477-484 ◽  
Author(s):  
Jeremiah T. Deenihan ◽  
Ann MacPhail
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Cooperating Teachers ◽  
Organizational Socialization ◽  
Occupational Socialization ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Program Data

Research investigating teachers’ and preservice teachers’ (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin, 2008). This study investigated seven PSTs’ delivery of SE during their teaching placement in the final year of their physical education teacher education (PETE) program. Data were gathered through pre- and postteaching placement interviews and midteaching placement focus groups, which were analyzed using thematic coding and constant comparison (Miles & Huberman, 1994; Thomas, 2009). Occupational socialization (Lawson, 1983a, 1983b) was used as the framework to analyze the factors that influenced their learning and delivery of SE. Findings show that PSTs encountered specific difficulties related to teaching SE on teaching placement and that their cooperating teachers played a significant role in their delivery of SE.

Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model

2009 ◽  
Vol 28 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Margaret Stran ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Occupational Socialization ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Data Collection And Analysis ◽  
Interpretive Methods ◽  
Education Model

The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.

Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

2019 ◽  
Vol 36 (4) ◽  
pp. 472-491 ◽  
Author(s):  
Wesley J. Wilson ◽  
K. Andrew R. Richards
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education

Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

scholarly journals What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?

2020 ◽  
pp. 1-8
Author(s):  
Craig Parkes ◽  
Michael A. Hemphill
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Socialization ◽  
Current Strength ◽  
Methods Course ◽  
Occupational Socialization ◽  
Strength And Conditioning ◽  
Physical Education Teacher Education ◽  
Semistructured Interviews ◽  
Sports Coaches

Purpose: To investigate the existence of fitness orientations among preservice teachers (PTs) and to identify what has influenced these orientations. Methods: The participants were 14 undergraduate PTs enrolled in a physical education teacher education games methods course in the Northeast United States. Qualitative data were collected through autobiographical essays, orientation of self-identification diagrams, and semistructured interviews. NVivo 11 Pro (QSR International, Burlington, MA) software package was employed to analyze data using analytic induction and constant comparison techniques. Results: Twelve PTs possessed moderate (n = 9) or hardcore (n = 3) fitness orientations. Orientations were influenced by three themes: (a) declining physical education quality, (b) elite sport fitness goals, and (c) former head sports coaches and/or current strength and conditioning coaches. Discussion: Faculty must understand the diverse orientation combinations that PTs can now possess and appreciate the acculturation and professional socialization factors that influence and reinforce the development of these orientations.

scholarly journals Teachers Are Making a Difference: Understanding the Influence of Favorite Teachers

2015 ◽  
Author(s):  
Mark Smith ◽  
Karen Schmidt
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Teacher Narratives ◽  
Physical Education Teacher Education ◽  
Making A Difference ◽  
Axial Coding ◽  
The Impact ◽  
Favorite Teacher

Using the theoretical framework of occupational socialization, the purpose of this study was to examine preservice physical education teachers’ beliefs and values of teachers and teaching through analysis and interpretation of favorite teacher narratives. One hundred and eighty six preservice physical education teachers’ narratives were collected and analyzed using open and axial coding (Corbin & Strauss, 2008). The qualities and characteristics identified through analysis were organized into seven inclusive sub-categories of favorite teacher characteristics and abilities and were articulated into three central themes, described as Pay it Forward, Caring in Teaching, and Motivated to Learn. The findings suggest that understanding favorite teacher influences on preservice teachers provides insights into maximizing the impact of physical education teacher education programs.

Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience

2017 ◽  
Vol 36 (1) ◽  
pp. 70-82 ◽  
Author(s):  
Stefan Ward ◽  
Heidi Henschel Pellett ◽  
Mark I. Perez
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Study Abroad ◽  
Physical Education Teacher Education ◽  
Multiple Data ◽  
Teachers Experiences ◽  
Data Source ◽  
Axial Coding ◽  
Member Checks ◽  
Cognitive Disequilibrium

Purpose:The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.Method:A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.Results:Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.Discussion/Conclusions:CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.

Chapter 2 Creating a Before-School Physical Activity Program: Pre-Service Physical Educators’ Experiences and Implications for PETE

2014 ◽  
Vol 33 (4) ◽  
pp. 449-466 ◽  
Author(s):  
Jaimie McMullen ◽  
Hans van der Mars ◽  
Julie A. Jahn
Keyword(s):  
Physical Activity ◽  
Preservice Teachers ◽  
Participant Observation ◽  
Physical Educators ◽  
Systematic Observation ◽  
Physical Education Teacher Education ◽  
Physical Educator ◽  
Before School ◽  
Pete Programs

The purpose of this study is to describe the experiences of physical education teacher education (PETE) majors enrolled in an internship course that provided them with authentic experiences promoting and facilitating a before-school physical activity (PA) program and to examine the associated implications for PETE programs within the Comprehensive School Physical Activity (CSPAP) framework. In this study, five PETE majors were recruited to participate. Data were collected from several sources including participant observation, interviews, systematic observation, and document analysis. The results show that preservice physical educators struggled with PA promotion as a consequence of perceptions of early programmatic success, feelings of nervousness and influences of their existing beliefs about the role of the physical educator. Therefore, when considering the role of the physical educator relative to a CSPAP, PETE programs should consider making adjustments to their curricula to include experiences that allow preservice teachers to practice skills associated with out-of-class PA promotion.

Principled Improvisation to Support Novice Teacher Learning

2019 ◽  
Vol 121 (6) ◽  
pp. 1-32
Author(s):  
Thomas M. Philip
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Learning ◽  
Novice Teachers ◽  
Novice Teacher ◽  
Relational Work ◽  
Audio Recordings ◽  
Field Notes ◽  
Sense Of Power ◽  
Learning To Listen

Background A significant body of scholarship has highlighted the importance of improvisation in teaching, particularly the interactional and responsive creativity that is required for teachers to co-construct meaning with students. However, recent efforts inside and outside university-based teacher education have pushed against novice teacher learning through improvisation, preferring to focus on the “practicing” of identifiable components or discrete techniques of teaching. Purpose Based on an expansive view of practice, I argue that improvisation is inextricably connected to practice and illustrate that the marginalization of improvisation limits opportunities for novice teachers to learn the relational aspects of teaching. I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning. Research Design Based on a close reading of novice teachers’ weekly reflections and audio recordings and field notes from the whole-class discussions, I highlight five examples of practice guided by principled improvisation that span a diversity of participants, contexts, and scale. These illustrative cases are not meant to systematically characterize all instances of practice guided by principled improvisation in the course; rather, they are meant to be invitations to grapple with new pedagogical and learning possibilities (and limitations) that emerge when teacher education is organized around principled improvisation. In particular, I explore how learning to listen played prominently in teacher practice guided by principled improvisation and examine how the opportunity to narrate, re-narrate, and re-envision experiences allowed novice teachers to learn and collectively build place-relevant theory. Conclusions The opportunities to learn to recognize emotion, listen, see race in place, consider political expression, and make sense of power across scales were significant aspects of the relational work of teachers that were learned by organizing novice teacher learning around principled improvisation. These forms of learning could not have taken place if the experiences of the novice teacher were only organized around the rehearsal of components of teaching. It required teaching in a complex space that connects self and interactions in place to larger structures and ideologies in society.

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.

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