scholarly journals Class Management of In-Service Physical Education Student Teachers

2005 ◽  
Vol 11 (2) ◽  
pp. 14-23
Author(s):  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Management Practices ◽  
Teaching Style ◽  
Management Strategies ◽  
Physical Education Teachers ◽  
Education Student ◽  
Equipment Management ◽  
Stimulated Recall ◽  
Class Management

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。

Beliefs, Interactive Thoughts, and Actions of Physical Education Student Teachers Regarding Pupil Misbehaviors

1991 ◽  
Vol 11 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Juan-Miguel Fernández-Balboa
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Teachers ◽  
School Experience ◽  
Physical Education Teachers ◽  
Education Student ◽  
Stimulated Recall ◽  
Teachers Beliefs ◽  
Former Teachers

The purposes of this study were to (a) examine the beliefs and interactive thoughts of preservice physical education teachers regarding pupil misbehavior and (b) identify the extent to which these teachers’ beliefs and interactive thoughts affect their own actions in such instances. Student teachers (N=15) from two universities participated in the study. Interviews and stimulated recall with the aid of videotapes were used to gather data and analyze their beliefs and thoughts in 311 misbehavior instances. The results indicated that despite personal differences in their own conceptions as teachers, these student teachers agreed that there was nothing they could do to prevent misbehaviors from happening and blamed students, not themselves, for the majority (92%) of the misbehaviors analyzed. Moreover, they reported having interactive thoughts 6 of 10 times when handling misbehaviors. Of those thoughts, four of six were negative. Finally, these student teachers’ high school experience, as pupils themselves, influenced both their expectations of pupils’ conduct and their own actions. They expected their pupils to act as they themselves did back in high school, and, as a result, they modeled their own actions after those of their former teachers and coaches. These actions proved to be ineffective and created feelings of frustration, anger, and inadequacy in the student teachers.

scholarly journals Aproximación a los significados e interpretaciones de la lesión en futuros docentes de educación física por medio de narraciones autobiográficas (An approach to meaning and significance of the injured body in prospective physical education teachers throug

Retos ◽  
2015 ◽  
pp. 35-40
Author(s):  
Gustavo González Calvo ◽  
Lucio Martínez Álvarez
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Personal Development ◽  
Life Story ◽  
The Body ◽  
Physical Education Teachers ◽  
Education Student ◽  
Self Image ◽  
Embodied Experiences ◽  
Historia De Vida

El presente artículo muestra el modo en que una lesión deportiva puede derivar en un acontecimiento que cambia la vida de un potencial docente del área de Educación Física, así como las consecuencias para el desarrollo personal que de ella resultan. De la misma manera, los datos resaltan los dilemas a los que esta persona se enfrenta para sentirse cómodo con su propio cuerpo cuando su «imagen de sí» se ha distorsionado. Así, se pretende ayudar a entender de qué manera las subjetividades individuales expresadas en relatos autobiográficos llegan a construir, entender y valorar el cuerpo y el sentido del yo surgidos a raíz de la lesión deportiva. Para dar respuesta a los objetivos pretendidos, metodológicamente nos apoyamos en las posibilidades que brinda la historia de vida como método de introspección, toma de conciencia y modo de conectar con las experiencias corporeizadas del futuro profesorado del ámbito de la Educación Física.Abstract: This study shows how a sport injury can lead to an event that changes a prospective physical educator’s life and the consequences for the personal development that result from it. The same way, the data highlight the dilemma that this person faces to feel comfortable with their own body when his «self-image» has been distorted. In doing so, the article seeks to help us to understand how individual subjectivities expressed on autobiographical narratives about sport injuries go as far as to construct and understand the body and the meaning of the self arising after the injury. With this intention in mind, we rely on the possibilities that life story provides as method of self-analysis, awareness, and a way of connecting with the embodied experiences of physical education student teachers.

scholarly journals Teaching Behaviours among the Primary Physical Education Student Teachers in Hong Kong

2000 ◽  
Vol 6 (2) ◽  
pp. 31-42
Author(s):  
Alberto CRUZ
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Student Teachers ◽  
Teacher Assessment ◽  
T Test ◽  
Assessment Instrument ◽  
Education Student ◽  
Equipment Management ◽  
Behaviour Management ◽  
Service Group

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of the study was to describe the teaching behaviours of Hong Kong physical education student teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two lessons in their own schools or in the allocated school during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were entered into a SPSS programme to produce further statistical analysis. The results were comprehensive described and comparison were made between the in-service and pre-service student teachers' behaviour categories by employing the independent t-test. Results indicated that the in-service student teachers had significantly higher percentages of the response presentation and the total teacher instructional time than the pre-service group. Whilst the pre-service student teachers spent significantly more time in planned presentation, equipment management, organization, behaviour management and overall management time than the in-service group. It is likely the different experience in physical education lesson teaching in school environment of the groups give account for the differences of their teaching behaviours. Findings of the present study implied that there were different teaching behaviour patterns and needs of pre-service and in-service student teachers during their practicum.本研究目的是探討香港體育師訓學生的敎學行為。三十二位職前及在職師訓學生在任敎學校攝錄兩節體育課。研究採用「體育敎師評估工具(PETAI)」分析每敎節的敎學行為。獨立樣本t-test顯示職前及在職師訓學生在體育課中的指導及管理時間上有顯著差異。在職師訓組較職前師訓組多利用時間對學生學習回應(Response Presentation)，而職前師訓組則較在職師訓組多分配時間於內容演譯(Planned Presentation)、器材管理(Equipment Management)、活動組織(Organization)及學生行為管理（Behaviour Management)，此等差異可能是他們有不同體育敎學經驗所致。

Voice Characteristics of Female Physical Education Student Teachers

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

scholarly journals Physical Education Intructional Models in Volleyball Passing Material: A Literature Review

2021 ◽  
Vol 4 (2) ◽  
pp. 81-87
Author(s):  
Bustanul Arifin ◽  
Nurhasan Hasan ◽  
Abdul Rachman Syam Tuasikal
Keyword(s):  
High School ◽  
Physical Education ◽  
Literature Review ◽  
Junior High School ◽  
Teaching Style ◽  
Discovery Learning ◽  
Google Scholar ◽  
Physical Education Teachers ◽  
Learning Models ◽  
Learning Game

Intructional model in Physical Education becomes an important part to achieve the success of learning objectives at every level of education. Physical Education intructional  model consists of various models that can be applied by the teacher. The intructional  model carried out will affect a student mastery, including in passing technique learning in volleyball that has not got maximum results. Physical Education teachers implement several learning modifications, from teaching style to the use of supporting media for passing learning. The purpose of this study was to determine the most suitable intructional  model for the under passing technique mastery in volleyball. The literature review technique was employed by collecting literatures from google scholar, science direct, and research gate websites. The search keyword was passing intructional  model in volleyball or volleyball teaching models. The review method was chosen to find a solution related to the most appropriate volleyball intructional  model for passing technique from the findings of previous research. Fourteen national journals and 1 international journal were selected based on volleyball passing learning model keyword on google scholar and had been reviewed. The results showed that there are various learning methods applied in volleyball passing learning, including practical learning models with various movement drills, pair practice, cooperative learning, game learning, jigsaw, discovery learning, peer teaching, command learning, and use of walls as media. This study concludes that, in the volleyball passing mastery, there are various models that can be applied. It recommends that further research studies the most suitable practical learning models to be applied at the Elementary School, Junior High School, and Senior High School levels.

Comparison of Visual Information Processing between Preservice Students and Experienced Physical Education Teachers

1996 ◽  
Vol 16 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Visual Information ◽  
Experienced Teachers ◽  
Inservice Teachers ◽  
Physical Education Teachers ◽  
First Year ◽  
Critical Events ◽  
First Year Students ◽  
Eye Fixations

In this study, experienced physical education teachers’ observation skills in teaching situations are compared to that of first- and last-year student teachers. The 56 participants were shown 12 slides from a gymnastics lesson, and after viewing it for 4 s, they were asked to report what they had seen. The number of items and critical events reported were analyzed. No significant differences were found between the three groups on the number of events reported or for the number and duration of the eye fixations. Significant differences were found for the number of critical events reported and fixated. Last-year students and experienced teachers correctly reported more critical events on the slide scenes than first year students, but there were no significant differences in observational capacities between last year students and experienced teachers. This study demonstrated the need for observational training, not only during preservice, but also for inservice teachers.

Differences between Experienced and Inexperienced Physical Education Teachers’ Augmented Feedback and Interactive Teaching Decisions

1996 ◽  
Vol 15 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Steven K.S. Tan
Keyword(s):  
Physical Education ◽  
Descriptive Analysis ◽  
Study Data ◽  
Experienced Teachers ◽  
Observation System ◽  
Physical Education Teachers ◽  
Perceptual Maps ◽  
Stimulated Recall ◽  
Feedback Structure ◽  
Mapping Techniques

This study represents a descriptive analysis of feedback patterns and perceptual maps of experienced and inexperienced teachers. Five experienced elementary physical education teachers and 5 inexperienced teachers participated in the study. Data were collected by videotaping and audiotaping three lessons taught by each teacher. Transcripts of audiotapes were made for all verbal feedback administered by the teachers, and each unit of feedback was coded from the written transcripts using a multidimensional observation system. Following the second and third lessons, patterns in cue perception employed by teachers during feedback interaction were accessed using a stimulated recall interview and concept mapping techniques. Results indicated that inexperienced teachers did not differ from experienced teachers in their feedback structure. However, experienced teachers differed from inexperienced teachers on their perceptual patterns. Specifically, perceptual maps of experienced teachers were more complex and were organized hierarchically, whereas inexperienced teachers’ patterns tended to be sparse and hierarchically shallow.

The Concerns of Physical Education Student Teachers: A Developmental View

1985 ◽  
Vol 4 (3) ◽  
pp. 202-211 ◽  
Author(s):  
Teresa E. Boggess ◽  
Ronald E. McBride ◽  
David C. Griffey
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Education Student ◽  
Areas Of Concern ◽  
Level Of Concern ◽  
1960S And 1970S ◽  
The 1960S

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.

Sign in / Sign up

Export Citation Format

Share Document