scholarly journals Cooperating Teachers’ Expectations for Student Teachers During the Student Teaching Experience in Physical Education

2011 ◽  
Vol 17 (2) ◽  
pp. 6-15
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Physical Educators ◽  
Cooperating Teacher ◽  
Physical Education Teacher Education ◽  
School Based ◽  
Teachers Experiences ◽  
Teacher Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teachers success. The purpose of this study was to investigate school based cooperative teachers’ experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to find out what student teachers should expect to do to be successful when student teaching. One of the main findings from this study was for student teachers to successfully communicate with their cooperating teacher. 實習教學的經驗是教師成功的要素。本研究的目的是調查實習教師與學校教師的經驗交流，共調查了100位具備豐富教學經驗的體育教師，結果顯示實習教師與本科教師溝通是最重要的因素。

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.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

Physical Education Student Teachers’ Beliefs in Their Control Over Student Learning

1986 ◽  
Vol 5 (3) ◽  
pp. 198-203 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Education Student ◽  
Control Scale ◽  
Student Failure ◽  
Teachers Beliefs ◽  
Period Data

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.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

Access Denied

2015 ◽  
Vol 6 (4) ◽  
pp. 49-63
Author(s):  
Kristine E. Pytash ◽  
Elisabeth Testa
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
School Context ◽  
Teaching Experience ◽  
Teaching Writing ◽  
Digital Writing ◽  
Pedagogical Tools ◽  
Use Of Technology ◽  
Teachers Experiences

The purpose of this study was to explore three preservice teachers' experiences teaching writing with technology and digital tools during a year-long student teaching experience. Research found that while the three student teachers demonstrated conceptual understandings about the teaching of writing, their use of technology (or lack of) did not always reflect their views. When considering what influenced their transformations as teachers capable and willing to integrate technology into their writing instruction, the school context, particularly the notion of access, significantly shaped their appropriation of pedagogical tools for the teaching of digital writing. In addition, the student teachers were influenced not only by the resources that they had access to, but their perceptions of students' abilities and needs, as well as their own needs and efficacy as novice teachers.

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Brandy Lynch ◽  
Jennifer Krause ◽  
Scott Douglas
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Teacher Student ◽  
Virtual Observation ◽  
Integral Role ◽  
Alternative Means ◽  
The University

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

The knowledge-based reasoning of physical education teachers

2016 ◽  
Vol 23 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Sabine Reuker
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Qualitative Content Analysis ◽  
Teaching Experience ◽  
Physical Education Teacher Education ◽  
Pedagogical Expertise ◽  
Knowledge Based ◽  
Knowledge And Beliefs ◽  
High Level ◽  
Specific Expertise

The study addresses professional vision, including the abilities of selective attention and knowledge-based reasoning. This article focuses on the latter ability. Groups with different sport-specific and pedagogical expertise ( n = 60) were compared according to their observation and interpretation of sport activities in a four-field design. The first group (novice) was composed of student teachers who had their university studies and who were characterised by low sport-specific and low pedagogical expertise. The second group (athlete) comprised athletes with high sport-specific expertise determined by league affiliation. The third group (teacher) included teachers with high pedagogical expertise based on teaching experience and further pedagogical criteria. The fourth group (expert) consisted of teachers with high pedagogical expertise, who, in addition, played and coached basketball at a high level (high sport-specific expertise). Observational data were obtained from physical education classes. The participants’ comments were recorded in a guided interview and analysed based on qualitative content analysis. The results were exported for further statistical analysis. The findings reveal general and specific differences in knowledge-based reasoning and identify different types of knowledge and beliefs used in this process. The implications for physical education teacher education programmes using video-supported reflection are discussed in light of the results.

scholarly journals US elementary preservice teachers’ experiences while teaching to students in Taiwan

2014 ◽  
pp. 59-74 ◽  
Author(s):  
Hsiu-Lien Lu ◽  
Lina Soares
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
International Student ◽  
Phenomenological Study ◽  
Teacher Education Program ◽  
Teaching Experience ◽  
Teachers Experiences ◽  
Elementary Preservice Teachers ◽  
International Student Teaching

The idea to prepare prospective teachers to teach in increasingly diverse US schools still raises a number of questions about how an international student teaching experience can be important and beneficial to student learning. What do preservice teachers perceive to be the benefits from an international student teaching experience? What do preservice teachers perceive as challenges during an international student teaching experience? This paper shares findings from a phenomenological study of four U.S. elementary preservice teachers’ experiences during a five-week international student teaching opportunity in Taiwan. The findings of this study support the scholarship of teaching and learning that is grounded in the quest to understand the connection between students’ experiences and learning (Hutchings, 1999). The findings could further provide insights into the implementation process and the support that student teachers need in order to gain a successful experience from an international student teaching opportunity provided by the teacher education program.    

scholarly journals “It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Christina M. Tschida ◽  
Judith J. Smith ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
First Year ◽  
Cooperating Teacher ◽  
Teaching Standards ◽  
Professional Teaching

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program’s efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one (1:1) model of co-teaching to a two-to-one (2:1) model, where two teacher candidates work collaboratively with one cooperating teacher, greatly enhances the student teaching experience. This phenomenological research describes the first year of implementation. Despite cooperating teacher concerns about teacher candidates being prepared for their own classrooms, student teachers learned valuable lessons in collaboration and co-planning, built strong relationships with peers and cooperating teachers, and greatly impacted K-6 student learning. Implications suggest a 2:1 co-teaching model of student teaching allows for fewer placements, which ultimately allows selection of quality cooperating teachers who mentor teacher candidates in powerful ways.  

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