Authentic learning tasks and assessment in Physical Education teacher education

Menno Slingerland,Gwen Weeldenburg

doi:10.22370/ieya.2019.5.2.1770

Abstract

Traditionally, physical education teacher education programs (PETE) prepare pre-service PE teachers through various separate courses and by providing authentic teaching-learning situations where learned knowledge and skills can be applied. However, within this fragmented educational approach a lack of transfer of what is learned in university and what is asked during authentic teaching situations can be observed. In order to better prepare students to become effective PE teachers, Fontys University completely redesigned their PETE program by placing authentic learning tasks at the center of the curriculum. As a consequence, in our assessment program we cover various levels of Miller’s pyramid and make high stakes (summative) decisions at the end of a unit only when preceded by and based on multiple low-stake assessment data points. The low stake data-points inform students on their development and also inform teacher educators on the effectiveness of the educational program and/or their scaffolding or guidance.

Highlights

Tradicionalmente, los programas de formación de profesorado de educación física (FIPEF) preparan a los profesores de EF en formación mediante diferentes asignaturas y facilitando situaciones de enseñanza-aprendizaje auténticas, en las que se pueden aplicar los conocimientos y habilidades adquiridas
At varying stages in the curriculum students engage in teaching-learning situations where they are expected to successfully integrate and apply the learned skills and knowledge
Within this educational approach various complex tasks are broken up into distinctive elements without taking their interaction and coordination into account (Van Merriënboer, Clark, & Croock, 2002). This might lead to situations where students, equipped with ample knowledge and skills, are not able to transfer these to a ‘real life’ teaching situation (Clark & Estes, 1999)

Summary

Introduction

Authentic learning tasks and assessment in Physical Education teacher education Tradicionalmente, los programas de formación de profesorado de educación física (FIPEF) preparan a los profesores de EF en formación mediante diferentes asignaturas y facilitando situaciones de enseñanza-aprendizaje auténticas, en las que se pueden aplicar los conocimientos y habilidades adquiridas. Con el fin de preparar mejor a los estudiantes y que se conviertan en profesores de educación física eficientes, la Fontys University rediseñó completamente su programa de FIPEF, al colocar las tareas de aprendizaje auténticas en el centro del currículo.

Results

Conclusion