Student teachers’ perceptions of the practicum in physical education teacher education in Norway

2014 ◽  
Vol 34 (02) ◽  
pp. 111-126
Author(s):  
Kjersti Mordal Moen ◽  
Øyvind F. Standal
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach

2020 ◽  
Vol 39 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Brendon P. Hyndman ◽  
Stephen Harvey
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Self Determination ◽  
Computer Assisted ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.

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.

Preservice Physical Education Teachers’ Perceptions of a Flipped Basketball Course: Benefits, Challenges, and Recommendations

2020 ◽  
pp. 1-9
Author(s):  
Koon Teck Koh ◽  
Chunxiao Li ◽  
Swarup Mukherjee
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Physical Education Teachers ◽  
Flipped Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Motivation For Learning

Purpose: Information and communication technologies can enable educators in the development of innovative and contextually relevant approaches for the provision of enhanced learning experiences. This study examined preservice physical education teachers’ perceptions of a flipped learning basketball course in a physical education teacher education program. Method: Semi-structured interviews were conducted with eight preservice physical education teachers (three females; Mage = 23.5 years) who had completed the course. Interview data were coded using inductive and deductive thematic analysis. Results: Six main themes were identified reflecting benefits, challenges, and recommendations of flipped learning: (a) facilitate student-centered learning, (b) promote self-directed learning, (c) encourage real-world application, (d) insufficient avenues to assess understanding, (e) preclass preparation too time consuming, and (f) modification of materials and structure. Discussion/Conclusion: Flipped learning can potentially enhance preservice physical education teachers’ motivation for learning and increase active learning time in the sport-based courses in physical education teacher education. The identified challenges and recommendations are valuable for physical education teacher education educators to effectively prepare and execute flipped learning-based courses.

scholarly journals Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Trine Ørbæk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Sense Making ◽  
Physical Education Teacher ◽  
Subjective Experiences ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Time Space ◽  
Norwegian Student

Creating dance in physical education teacher education (PETE) is described as a way of expressing subjective experiences based on movements that the students have already mastered or as a way of composing dance with set movements from various dance forms that are further explored through concepts such as time, space, power and flow. This article shows how 13 Norwegian student teachers experienced the creation of dance as part of their PETE. It explores the following questions: how do student teachers in PETE experience dance creation as an embodied process of exploring, transforming and creating movements, and how were these experiences facilitated by bodily learning that was initiated by body memories? The results show that creating dance is a intersubjective, intercorporeal and interaffective phenomenon where the sense-making process happens as both an individual and a joint process. This ongoing individual and participatory sense-making can further be understood as a reciprocal dependency between culture and self, where the students' bodily learning process evolves on an existential level over time. Through this process, the students develop a sense of confidence and trust in each other, which creates a feeling of belonging. The educational potential of bodily learning through creating dance can be seen in relation to the affordances the students perceive and utilize within their learning culture in PETE.

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