scholarly journals La evaluación formativa y compartida durante el prácticum en la formación inicial del profesorado: Análisis de un caso en Chile (Formative and Shared Assessment during the practicum on the Pre-service Teacher Education: a case analysis in Chile)

Retos ◽  
2015 ◽  
pp. 258-263
Author(s):  
Francisco Javier Gallardo-Fuentes ◽  
Bastian Carter Thuillier
Keyword(s):  
Teacher Education ◽  
Formative Evaluation ◽  
Case Analysis ◽  
Education Student ◽  
Physical Education Teacher ◽  
Case Study Design ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
Pre Service Teacher

El objetivo de este artículo es analizar los resultados de la implementación de un sistema de evaluación formativa en el alumnado universitario chileno que cursa la carrera de pedagogía en educación física. Se lleva a cabo un diseño de estudio de casos con utilización de metodología mixta. Las técnicas de recogida de datos son: lectura y análisis de documentos; observación; conversación y narración. La muestra son 24 alumnos que cursan el prácticum y los correspondientes 24 profesores tutores de los centros educativos. Los principales resultados valoran la experiencia: (a) con una serie de ventajas (entre algunas que se valora como un sistema de evaluación poco injusto y los alumnos (as) señalan preferir las evaluaciones de procesos formativos) y inconvenientes de la experiencia, en donde se han obtenido resultados muy bajos, por lo que no se pueden considerar como tal; (b) se han encontrado diferencias estadísticamente significativas (p=.02*), entre la percepción del alumnado y los tutores en la variable de “trabajo de apoyo en el aula”.Abstract. The main purpose of this paper is to analyze the results of the implementation of a system about formative assessment on Physical Education Teacher Education student in Chile. A case study design with mixed methodology was designed. The data collection techniques are: reading and analysis of documents; observation; conversation and narration. The sample consists in 24 Students in the practicum and the corresponding 24 tutors in schools. The main results of the experience are: (a) with some advantages (some are valuated as an unfair method and Students show to prefer formative evaluation) and inconvenient of experience where very low results, then are not considered; (b) main differences are shown (p=.02*) between the students’ perception in the variable of "support working on classes".

The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

2020 ◽  
Vol 39 (1) ◽  
pp. 18-27
Author(s):  
Kate Hovey ◽  
Diana Niland ◽  
John T. Foley
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
The Impact

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

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.

School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

2012 ◽  
Vol 18 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Fiona Chambers ◽  
Kathleen Armour
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Education Student ◽  
Physical Education Teacher ◽  
University Partnerships ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe

2021 ◽  
pp. 1356336X2110071
Author(s):  
Oscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero ◽  
Juan José Leiva Olivencia ◽  
Henrietta Grönlund
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Multicultural Education ◽  
Autism Spectrum ◽  
Vulnerable Groups ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Recent studies, supported by the European project Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe, suggest that service-learning (SL) is an effective approach to develop personal and social learning linked to real contexts. This particular case study analyses the perceived effects of an SL programme implemented in Melilla (on the border between Africa and Europe) by Physical Education Teacher Education (PETE) students. They offered a service focusing on promoting physical activity and sport among different vulnerable groups (unaccompanied foreign minors, migrants and refugees, adults with autism spectrum disorders, women in conditions of social exclusion, ex-drug addicts and vulnerable older people). This case study used a qualitative hermeneutic-phenomenological methodology. A total of 46 PETE students (36 male and 10 female) participated in one of the two editions of SL carried out in 2017–2018 and 2018–2019. Two focus groups and 46 personal reflective journals were analysed, and some interesting outcomes emerged from the thematic analysis, related to the four categories of Butin’s conceptual model, which was used as a benchmark. These findings reveal how SL can promote an inclusive Physical Education (PE) experience in such a multicultural setting. The positive results achieved are consistent with previous SL research and specifically support the applied intervention design based on the phases of Kolb’s experiential learning (1984). In conclusion, SL offers an empowering approach for multicultural education in PETE programmes, supporting the socially critical research developed in PE in recent decades.

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