Designing a Pre-Service ELT Methods Course and Use of Case Method Analysis

This paper aims to show the design and implementation of an English Language Teaching (ELT) methods course based on five conditions. Four were related to research on ELT methods: There is no single best method; there are numerous methods that exist in the literature; the claim that ELT is in a post-method era, and teachers need to be better informed of learning theories to further understand teaching methods. The fifth condition was based on a pedagogic rational that implementation of course materials must be socially mediated, through discussion and critical analysis. The paper outlines a theory to method to practice syllabus design of a 15-week, 90-minute course to 14 pre-service English teacher education majors at a university in Japan. Collaborative case method analysis was used to give students opportunities to analyze real classroom events that go beyond lectures and contents in the textbook. Students discussed the case in collaboration, and tried to apply what they learned in the course in their analysis. Results of a two-part questionnaire to learn students’ views on course content and use of case method analysis were given. Outcomes showed students felt they could make connections to learning theories and methods, and that case method analysis was beneficial in their teacher learning. The research contributes to designing an ELT methods syllabus and using case study method analysis. Although the outcomes from the course of 14 students were positive, further research in using the design of the course is encouraged to strengthen the findings.

FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo. Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

ATTITUDES AND SELF-EFFICACY OF TEACHERS TOWARD INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN MOTOR EDUCATION

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

Teacher Education Majors’ Basic Knowledge of U.S. Constitutional Rights and Pedagogical Implications

University students in the United States preparing for a career in as teachers Pre-K - 12 professional education must possess a basic understanding of constitutional law applicable to the profession. Undergraduate teacher education majors in their first course for teacher education majors participated in a survey research study designed to measure their confidence in ability to explain a relevant example of the 1st, 4th, 10th, 14th, and 15th Amendments of the U.S. Constitution in the context of professional education. The survey questionnaire instrument asked the respondents to self-assess their level of confidence on the above constitutional amendments on a four-point Likert scale, and also asked the respondents to give a basic example of each of the above stated constitutional amendments. The findings indicate that these students have a low initial understanding of educationally relevant examples of these amendments and an unrealistically elevated belief in their ability to give relevant examples. The Mann-Whitney U test was used to determine differences between pre-survey and post-survey scores. The results indicated a statistically significant (p < .001) gain in their confidence to give educationally relevant examples of these amendments in the context of their profession at the end of the course. The effect sizes for differences in pre-survey and post-survey scores indicate a moderate difference for all questions except for one amendment. The pedagogical implications include insight for the course instructor on better engaging students in this content material for relevancy, retention, and application.

Application of First-Person Education to a Multiple-Section Undergraduate Educational Psychology Course for Teacher Education Majors

<p>This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional under-standing as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctional&lt;&gt;psycho-logyical spiral of their intuition&gt;revelation&lt;&gt;reflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) suggesting that learners change their understanding as a function of their 1^st-person revelations than 2^nd/3^rd-person evidence</p>

Výsledky pilotní studie dotazníku SE-PETE-D, který zjišťuje důvěru studentů učitelství tělesné výchovy v jejich kompetence k realizaci výuky integrované tělesné výchovy

The purpose of this work is the presentation of the questionnaire of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards the Children with Disabilities (SE-PETE-D), which should be used in the future to identify self-efficacy of the students of the teacher training in physical education. At the same time will be also presented the results of a pilot study of standardization of this questionnaire in the conditions of the Czech environment. A key concept of questionnaire is self-efficacy. and introduced its the Canadian-American psychologist Albert Bandura (1997). Apilot study and comparison encompass bachelor students took part in the teaching of physical education, students of bachelor studies in adapted physical education and students of the follow-up master degree in adapted physical education. The results show that students of bachelor studies in adapted physical education have higher self-efficacy than students of bachelor studies in physical education.

Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

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

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。