scholarly journals The Attitude of Physical Education Student-Teachers Towards Teaching Practice As Observed by The Supervisors

2011 ◽  
Vol 4 (5) ◽  
pp. 572-574
Author(s):  
Malkeet Kaur ◽  
◽  
Vijay Kumar ◽  
Annu Annu ◽  
Raspreet Sidhu ◽  
...  
1999 ◽  
Vol 5 (2) ◽  
pp. 10-16
Author(s):  
Alberto CRUZ ◽  
Edward W. CHOW

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Teacher Concerns Questionnaire (TCQ) was administered to 75 Hong Kong pre-service and in-service student teachers of primary physical education prior to their teaching practice or the commencement of teaching supervision period. Results showed no significant differences in all concern scale scores between groups and the three-factor structure of TCQ could not be replicated. Recommendations for future research were made: First, a modified TCQ for physical educators needs to be specifically designed. Second, qualitative data should be collected for more in-depth study of teacher concerns. Third, longitudinal research design should be used. Fourth, other factors that are likely to influence teacher concerns should also be considered.75位職前及在職小學師訓體育敎師於實習/視導開始前填寫「敎師關注問題問卷」(TCQ)。結果顯示職前及在職小學師訓體育敎師關注的問題並無顯著差異。因素分析結果亦沒有出現TCQ的三因子結構。作者建議未來進行有關研究時應:(一)設計及採用專為探討體育敎師關注問題的問卷;(二)使用質的研究方法'更深入地探討敎師關注問題;(三)進行長期追縱研究;及(四)考慮其他可能影響敎師敎學關注問題的因素。


2011 ◽  
Vol 25 (3) ◽  
pp. e149-e157 ◽  
Author(s):  
Elizabeth U. Grillo ◽  
Justine Fugowski

1985 ◽  
Vol 4 (3) ◽  
pp. 202-211 ◽  
Author(s):  
Teresa E. Boggess ◽  
Ronald E. McBride ◽  
David C. Griffey

This study was conducted to assess the level of concern that exists in physical education student teachers with regard to self, task, and impact—three areas of concern identified by Frances Fuller and her colleagues during the 1960s and 1970s. The study follows the changes in the level of concern during the student teaching semester. Information gathered was subjected to factor analysis where it was found that Fuller’s three constructs did not exist among the physical education student teachers sampled. Rather, a more elaborate pattern of concern development was uncovered than that reported in previous work. The authors make recommendations for the supervisors of student teachers as a result of these findings.


2018 ◽  
Vol 23 (2) ◽  
pp. 98-105 ◽  
Author(s):  
W. Zayed ◽  
M.S. Zguira ◽  
N. Souissi ◽  
N. Bali

Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collected with 302 student teachers (202 males and 100 females) after professional training. A descriptive/exploratory methodology based on a questionnaire consisting of twenty questions was used. The value of Cronbach alpha index is 0.729. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student-teachers’ perception of CT knowledge and practice developed relatively professional skills as well as the feeling of discomfort which can lead to work stoppage. However, the impact of CT knowledge on attractiveness was significant. The inefficiency advice between actors in the professional life and several aspects of CT knowledge are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers over a response number. Data also shows that females who participate in the internship may be at risk for discomfort, incapability and doubt their practices. Conclusions: This study will encourage Teacher’s to reflect on their own knowledge, training device and to include them in the process of educational development.


2005 ◽  
Vol 11 (2) ◽  
pp. 14-23
Author(s):  
Alberto CRUZ

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Classroom management is essential to effective teaching. However, there is little information about how physical education student teachers manage their classes. Berliner (1988) proposed five stages of learning to teach and argued that experience is a predominant element to the development of expertise in pedagogy. Cruz (2000) suggested that the in-service student teachers taught better than their pre-service counter-parts as they had more in-field experience. The purpose of the study was to examine the class management practices of in-service physical education student teachers. Three in-service student teachers were randomly selected and invited to participate in the study. They were observed teaching two ball games lessons and took part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observations and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were common managerial behaviours and management strategies adopted by the student teachers during teaching. Teaching style, organization and supporting were the identical managerial behaviours observed, whilst the preventive management, equipment management and interactive class management were the common class management strategies identified. The findings hold implications for the preparation of physical education teachers.班級經營與敎學效能息息相關。Berliner(1988)提出五階段學習歷程理論及敎學經驗為發展成敎學專家主要元素。Cruz(2000)指出在職師訓學生的敎學表現較職前師訓學生為佳是他們有較多實踐經驗。本研究目的是探討在職師訓學生的班級經營行為及策略。三位在職師訓學生被隨機抽樣參與此研究。他們被觀察兩敎節球類課及接受兩次課前訪問及課後刺激回憶訪談。其後以持續比較法分析蒐集資料。結果顯示師訓學生有其共通班級經營行為策略及給予體育師資培訓啟示。


1986 ◽  
Vol 5 (3) ◽  
pp. 198-203 ◽  
Author(s):  
Paul G. Schempp

This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.


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