Assessing the effects of integrating the reflective framework for teaching in physical education (RFTPE) on the teaching and learning of undergraduate sport studies and physical education students

Abstract

While much has been written regarding reflective practice in physical education teacher education (PETE) that is anecdotal in nature (Banville & Rikard, 2001;McCollum, 2002a, 2002b), there have been a limited number of research studies demonstrating the effectiveness of reflection (Napper-Owen & McCallister, 2005; Tsangaridou & O’Sullivan, 1994, 1997). In addition, the research has focused primarily on technical reflection and reflection-of-action. An outcome of the findings of Tsangaridou and O’Sullivan (1994) is the Reflective Framework for Teaching in Physical Education (RFTPE), which targets three major areas of foci for teacher candidates including technical, situational and sensitising. Further, the framework identifies levels of reflection namely descriptive, descriptive and justification, descriptive and critique and finally descriptive, justification and critique. This study assessed the effects of using the Reflective Framework for Teaching in Physical Education on the teaching and learning of undergraduate sport studies and physical education students (n=6) completing a semester-long module in sport, physical activity and disability. The study investigated reflective assignments designed to facilitate reflection on practice by pre-service teachers. Data from 63 pedagogical events was collected through interviews, logs, observations and video commentaries, and analysed using inductive analysis techniques. Findings indicated that pre-service teachers’ reflections were technical (24%) situational (35%) and sensitising (41%). Levels of reflection were description (9%), description and justification (13%), description and critique (32%) and description, justification and critique (46%). Interview feedback indicated that all were satisfied with the combination of logs, video and observations, and especially favoured supportive questions guiding the reflective strategies used. In relation to supervision, all interviewees stated that they would like more direct feedback during and after each session. This study has implications for the preparation and professional development of physical education teachers in relation to infusing reflective practice throughout the degree programme. Further, the development of communities of practice and addressing models of supervision that promotes reflective practice need to be investigated.