Search results for: Physical education
Page 1/5 42 items
The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. The authors’ recommendations include using self-study as a tool to help doctoral students understand and do teacher education.
Updated: Jun. 27, 2022
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
In this article the authors present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that operationalize practice-based teacher education with core practices, (d) the reconnection of health education with physical education, and (e) the Whole School, Whole Community, Whole Child model. They describe each trend, discuss related policy implications and provide examples of how to use these trends in PETE.
Updated: Aug. 29, 2020
Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge
This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. ata analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Updated: Aug. 08, 2020
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
In this research the authors examined the ways they accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasizing the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. The authors’ experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning.
Updated: Jul. 26, 2020
The purpose of this study was to examine the experiences of teacher education students participating in an experiential learning environment designed to support active play opportunities for children. 43 Participants completed a 5-hour recess assistance volunteer activity, thereby leading active play, and were then asked to write about their experiences. Student journal reflections were examined by researchers and coded in three phases: open, axial, and selective coding. Findings indicated student teachers perceived three educational and professional development needs to successfully facilitate active play opportunities as future teachers: pedagogical experiences, content-based experiences, and relationship building.
Updated: Feb. 25, 2020
Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students
The present study aimed to examine the perceptions of the importance of content areas in physical education from the perspective of university students. The study also explored how those perceptions related to the reasons for course choice and motivation. The findings reveal that the participants mentioned sport and physical activity, confident interpersonal service, and role model as reasons for choosing to study physical education. The authors also found that the students were motivated towards study, with intrinsic motivation towards study higher than extrinsic motivation and lack of motivation.
Updated: Jun. 03, 2018
The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on their Teaching: A Case Study in Physical Education
This article describes a case study, which documented the influence of preservice teachers’ (PTs') experiences in a Video-Enhanced Training Program (VETP) on their teaching. Specifically, the authors sought to identify the influence of video viewing experiences by examining the PTs’ point of view. The findings revealed that the Video-Enhanced Training Program (VETP) fostered the PTs’ ability to conduct a classroom activity. The authors found that the majority of PTS followed the rule taught in the VETP when they were teaching a lesson. Furthermore, it was found that only when PTs could compare what they had learned with classroom events were they able to give professional credibility to the rule taught by teacher-educators, because only then they could judge the rule’s effectiveness. The findings also show that the PTs’ following the rule in their teaching was influenced by an individual mix of experiences. These findings highlighted the importance of multiplying and diversifying the experiences of learning to follow a rule so that PTs can each shape their own experiential trajectory.
Updated: May. 22, 2018
Enacting Literacy Pedagogies: A Collaborative Self-study by Teacher Educators in Physical Education and Science
In this article, the authors aimed to explore their pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. The authors conclude that the collaborative self-study provided support and encouragement from a trusted colleague as well as a safe space to explore and reframe problematic aspects of practice. This self-study helped the authors to understand many conceptual similarities between the constructs of physical literacy and scientific literacy.
Updated: Feb. 21, 2018