scholarly journals The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

2017 ◽  
Vol 6 (1) ◽  
pp. 86 ◽  
Author(s):  
Jan-Erik Romar ◽  
Alexandra Frisk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Novice Teachers ◽  
Primary Schools ◽  
Teacher Education Program ◽  
Practical Knowledge ◽  
Pedagogical Practices ◽  
Second Phase ◽  
Occupational Socialization ◽  
Data Set

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

scholarly journals Reality of Linguistic Competencies of Pre-Service and In-Service Female Physical Education Teachers in the Sultanate of Oman

2020 ◽  
Vol 9 (5) ◽  
pp. 184
Author(s):  
Fatma Alkaaf ◽  
Durayra AlMaqbali ◽  
Yousra Al-Sinani
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
College Of Education ◽  
Physical Education Teachers ◽  
Sultanate Of Oman ◽  
Sultan Qaboos University ◽  
Planning Implementation

This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.

Knowledge, Gender and Power in Physical Education Teacher Education

1993 ◽  
Vol 37 (3) ◽  
pp. 259-278 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
The Body ◽  
Interaction Patterns ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

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.

Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education

2020 ◽  
pp. 1-6
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Wesley J. Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Elementary Education ◽  
Occupational Socialization ◽  
Essay Writing ◽  
Research Perspective ◽  
Education Practice ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Personal Belief

The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals’ background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers’ biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.

Transformational Learning for Community Health

2014 ◽  
pp. 164-181
Author(s):  
Carlos E. Quiñones-Padovani ◽  
Clarena Larrotta
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Community Health ◽  
Transformational Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

2021 ◽  
Vol 40 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Tan Leng Goh ◽  
Kristin Scrabis-Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Community Of Practice ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Movement Integration

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

scholarly journals Toward an Inclusive Teacher Education Program

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Nan Kurz ◽  
Peter V. Paul
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Novice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Well Being ◽  
Quality Teaching ◽  
Good Teacher ◽  
Subjective Well Being ◽  
High Quality

Although definitions of high quality teaching vary considerably, a good teacher capitalizes on the strengths of every student. Yet, novice teachers struggle to identify all students’ abilities. Many teachers describe inclusion practices as just another obstacle encountered in the classroom. Scholars seek to identify ways of changing this burden of inclusion mindset to a welcoming/enriching notion aligned with social justice agendas. In this paper, we discuss the need for pre-service teachers to enter the classroom with the disposition to focus on individual strengths and to understand how the diversity of students’ abilities and backgrounds contributes to the subjective well-being of the student population.

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