Pre-service Physical Education Teachers Research Articles

Hegemonic masculinity in sport education: case studies of pre-service physical education teachers with teaching orientations

Previous research had indicated that pre-service teachers (PTs) with coaching orientations reinforced sexism and masculine bias while employing the sport education (SE) model. The purpose of the current study was to examine whether or not and the degree to which SE delivered by PTs with teaching orientations served to combat or reinforce sexism and masculine bias. Participants were two PTs who taught four SE seasons during their culminating internship. The theory of hegemonic masculinity guided data collection and analysis. Data were collected through formal, informal and stimulated recall interviews, passive participant observation, and document analysis. Analytic induction and constant comparison were used to analyze the data. Findings revealed that masculine bias and sexism were largely combatted and rejected during the SE seasons and that the PTs provided a relatively equitable experience for girls and smaller, less physically able boys. Key reasons for the PTs' success included their liberal views about sport, their willingness to confront the prevailing sporting culture and the fact that they taught elementary-aged children.

Investigation of the relevance between democratic tendencies and classroom management perceptions of preservice physical education and classroom teachers

The main aim of this study is to determine the relevance between democracy tendencies and classroom management perceptions of preservice physical education and homeroom teachers who will teach in primary schools at 1-4 classes. The sample of the research was comprised of 4th grade students of Marmara University Atatürk Faculty Department of Primary Education and Department of Classroom Teaching (n=108) and School of Physical Education and Sport, Department of Teaching of Physical Education (n=30). In order to obtain the data Lutfu Ilgar's Classroom Management Skills Scale (r=0,809 and 0,790) and Democratic Tendency Scale which is composed by Akbaşlı, Yelken and Sünbül (r=0,74) were used. Correlation, t-test and variance analysis statistical techniques were used to analyze the collected data. Researh results show that there is a significantly positive correlation between democracy tendencies and classroom management perception of the preservice teachers (r=,414). Also it is determined that there is no significant difference between democracy tendencies and

The theory of planned behaviour: predicting pre-service teachers' teaching behaviour towards a constructivist approach

The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six pre-service teachers participated in this study. Data collection consisted of documentation, systematic observation and interviews. These data were analysed using descriptive statistics and content analysis. Findings indicated that TGfU implementation by pre-service teachers is problematic. Three groups of TPB factors, including attitude (i.e. attitude towards TGfU), social norm (i.e. cooperating teachers, university supervisors, schoolteachers and pupils), and perceived behaviour control (i.e. space, class duration, equipment, TGfU conceptual understanding, technical level of pupils and classroom discipline) were identified to determine intention of pre-service teachers to adopt TGfU and subsequent TGfU teaching behaviour. Among these factors, perceived behaviour control was the most significant predictor.

Teaching perspectives of pre-service physical education teachers: the Shanghai experience

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE teachers on teaching. However, it is revealed that only a limited amount of works on the perspective or teaching beliefs of pre-service PE teachers has been conducted.Chinese context: In 2002, comprehensive PE curriculum reform was conducted in China. The reform focused on the evolution of PE from sport skill-related objectives to fitness, health, cognitive, and affective outcomes. Many local Chinese studies suggest that the teaching perspectives of PE teachers should be aligned with these new objectives to implement the new PE curriculum effectively. However, evidence-based studies on the teaching perspectives of Chinese PE teachers are lacking.Purpose: This study focuses on PE teacher education (PETE) students in Shanghai, China and has the following aims: (i) to examine the teaching perspectives of PETE students, (ii) to explore the differences in teaching perspectives based on demographic differences (i.e. gender, year in school, participation in a teaching practicum), and (iii) to examine the correlations among five teaching perspectives of PETE students.Method: A survey-based study design was employed. The participants were 349 PETE students (185 males, 164 females) from two universities in Shanghai China. The Teaching Perspective Inventory was adopted to assess five teaching perspectives of PETE students. Surveys were distributed by PE faculty in each of their classes in the two universities. Descriptive statistics were used to describe five teaching perspectives and teaching beliefs of PETE students (what they believe about instructing or teaching), intentions (what they try to accomplish), and their action (what they do within their classrooms). Multivariate analysis of variance (MANOVA) was performed to examine the main effects of PETE student demographics on their teaching perspectives. A bivariate correlational procedure was used to test the relationships among five teaching perspectives.Findings: PETE students clearly exhibited a common pattern of a single dominant teaching perspective. They highlighted the importance of the subject matter, but focused less on changes in society and learner's thinking. These findings are incongruent with recent trends and innovation in the Chinese PE curriculum. Furthermore, the findings indicate significant differences in some perspectives by gender and years in school. However, no significant effects on field-based practicum experience were observed. Finally, significant positive correlations were observed among most of the five teaching perspectives, which indicate that a comprehensive consideration of the five perspectives in the teacher education program is necessary.

The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy.

Pre-K Physical Education: Universal Initiatives and Teacher Preparation Recommendations

The National Physical Activity Plan, as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These recommendations come at a time when (a) state funded pre-K enrollments in 2010 exceeded more than 1.2 million children, (b) states are granting universal access to pre-K educational programming, and (c) there is a rapid increase in obesity among our nation's youngest children. Accordingly, physical education teacher education faculty may need to re-evaluate the extent to which graduates are prepared for delivering physical education programming to a younger group of learners. The article will examine the increasing prevalence of pre-K children in public schools, teacher preparation initiatives and concerns, and provide recommendations for preparing preservice physical education teachers.

Emotional connections and caring: ethical teachers of physical education

The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an ‘ethic of care’, instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble ‘truths’ disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher.

We are Closer in Online-Cafe!: Educational Online Cafe via the Internet to Improve Social Connectedness and Interactive Learning in Pre-Service Physical Education Teacher

We are Closer in Online-Cafe!: Educational Online Cafe via the Internet to Improve Social Connectedness and Interactive Learning in Pre-Service Physical Education Teacher

Developing university-community linked physical activity programs through quality physical education pre-service teacher training

Developing university-community linked physical activity programs through quality physical education pre-service teacher training

The Impact of Professional Development About Weight-Related Issues for Pre-Service Teachers: A Pilot Study

Many teachers do not have a working knowledge of body image or weight issues. This pilot project examined body image satisfaction and eating/weight-related behaviours before and after a professional in-service with physical education pre-service teachers (N = 16). At the three- month follow-up, measures were repeated and qualitative data (critical incidents and a focus group) about the impact on teaching practice was collected. Results showed no significant changes, however pre-service teachers indicated (a) attempting to lose weight or gain muscle (despite many being in a healthy weight range), and (b) having a biased approach to weight-related issues. Pre-service teachers, particularly those specializing in physical education, are not immune to cultural messages that perpetuate the thin ideal. Future evaluation with a larger sample that formally measures implicit and explicit weight-bias is needed. Providing professional development for pre-service teachers may promote more positive practice about body image, weight-bias, and weight/eating-related concerns in schools.

Changes in teaching efficacy of pre-service teachers in physical education

Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and ‘learners’ active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program. Participants and data collection: Two hundred and three pre-service teachers enrolled in second, third, and fourth year of a teacher education program (N = 53, 95, and 55 respectively) filled out questionnaires that examined their general teaching efficacy (GTE) and physical education teaching efficacy (PETE) in the beginning and at the end of one academic school year. Data analysis: A MANOVA test was performed to explore the differences among three groups of students in the questionnaire factors. In order to examine whether one year of teacher education has an influence on the teaching efficacy of STs, t-tests were conducted. Findings: Teaching efficacy of STs significantly increased along one year of college education for all participants in all of the questionnaire factors. Conclusions: This study presents a comprehensive new instrument for evaluating PE teachers' efficacy. Based on the data, the teacher education program provided STs with sufficient knowledge, competencies, and practicum to enhance the teaching efficacy needed for actual teaching. Practical implications suggest evaluating the program in order to eliminate its weaknesses and preserve its strengths. For example, the longer the STs' experience was, the greater was their efficacy. Therefore, extending field experience and including sport and movement classes that emphasize the practice of teaching methods, are vital for teacher education programs intended to produce qualified and confident graduates.

The influence of the Sport Education Model on developing autonomous instruction

Background: Teachers commonly adopt instructional styles that thwart student motivation. As such, researchers have examined interventions based within the self-determination theory to identify changes in teaching behaviors. Results of these studies have demonstrated a level of success in teachers adopting a more motivationally supportive teaching context. While important results to the development and implementation of quality motivational pedagogy, these results may have occurred due to an increased focus on specific behaviors as espoused by the self-determination theory. What is absent to date is an examination of current pedagogical approaches that align with aspects of self-determination theory that might inherently influence the motivational instruction of teachers. A model of instruction that has been aligned with self-determination theory and may provide a new avenue for the development and implementation of motivationally supportive instruction is the Sport Education Model (SEM). Purpose: The purpose of this study was to provide an initial examination into the influence of using the Sport Education approach on pre-service teachers autonomous instruction. Participants and setting: 50 pre-service physical education teachers (PT's) were enrolled in a secondary physical education methods course and randomly assigned to teach a 15-lesson unit using Sport Education or skill-drill-game approach. Data collection: Collection of teacher instruction utilized an observational tool that coded distinct teacher-student interactions into one of fifteen categories. As a result, each teacher was provided an overall frequency of statements that were further classified into an overall level of autonomy-supportive, controlling and neutral statements. In addition, students within each of the classes were asked to complete the Learning Climate Questionnaire (LCQ) and Sport Motivation Scale (SMS) that provided a score for perception of autonomy-support and individual motivation. Teacher instruction was collected daily, while LCQ and SMS data were collected at four time points within the unit. Data analysis: Analysis of data was conducted using repeated measure ANOVA's for teacher instruction, student perceptions of autonomy-support and motivation. Significant ANOVA calculations were further analyzed using follow-up tests to examine where the significance occurred. Results: Statistical analysis revealed that teachers within distinct phases of Sport Education provided a significantly higher level of autonomy-supportive statements. In addition, students engaged within Sport Education reported similar significance related to the second and third phases of the model. Conclusion: As a result of this study, utilization of Sport Education seems to provide support that teachers may adopt a more autonomy-supportive social context within their instructional practices.

Pre-service teachers in PE involved in an organizational critical incident: emotions, appraisal and coping strategies

Background: Emotions play a major role in the learning of pre-service teachers. However, there is a lack of in-depth research on emotion in the context of physical education (PE), especially during the practicum. Lazarus's model and its concepts of appraisal and coping is a salient theoretical framework for understanding the emotional process.Aim: To understand the role of personal and contextual factors in the emotional process experienced by pre-service teachers in PE.Participants: Contrasting case studies of two pre-service teachers in PE during their practicum at a secondary school in Belgium.Data collection and analysis: Participants were interviewed after viewing an audio-visual recording of a lesson they gave and encouraged to express the emotions and describe the strategies they used to cope with an unanticipated event called an ‘organizational critical incident’ (OCI). The verbatim was analysed using QSR-NVivo software to describe these emotions, appraisals and coping strategies.Findings: Pre-service teachers experience emotional flux when they are involved in an OCI. They appraise the situation as being either a challenge or a threat. Perception of self-efficacy in classroom management and the ability to seize opportunities as they emerge in an unfolding situation are determinant factors in the choice of coping strategies.Conclusions: The study reveals that OCIs are experienced as negative emotional episodes, more or less intense. Immersed in such an emotional situation, the choice of a coping strategy is linked to personal factors, such as goal hierarchy and a perception of high self-efficacy, coupled with contextual factors, such as pupils' rate of activity.

Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection

The purpose of this study was to examine pre-service physical education teachers’ perceptions of peer coaching as a tool for reflection, and their reflectivity on their microteaching peer coaching experiences. Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. The findings supported that peer coaching can be a viable tool to initiate and sustain teacher candidates’ reflection.

Mentoring as a profession-building process in physical education teacher education

This paper describes the findings of a one-year collaborative research project funded by the Standing Conference on Teacher Education North and South (SCoTENS). The paper is derived from a Short Report on this study prepared for SCoTENS on 16th May 2012. The study examined the role of physical education (PE) teachers as mentors to new members of the PE teaching profession. Research participants comprised 6 university tutors and 10 PE mentor teachers across three national research sites (Republic of Ireland, England and Northern Ireland). A range of qualitative data collection methods were employed, and the data were analysed thematically using a constructivist version of grounded theory. The paper reports two key findings: 1. Mentor teachers had a shared perception of the need to be selected on the basis of suitability; i.e. disposition and expertise and the need to be trained to mentor pre-service teachers effectively. 2. Mentor teachers perceived that they should provide a safe learning space for the pre-service PE teacher where he/she is free to take risks and explore praxis (theory-informed practice) in a variety of contexts.

Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p<0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p<0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

EXAMING CURRENT PROVISION, PRACTICE AND EXPERIENCE OF INITIAL TEACHER TRAINING PROVIDERS IN IRELAND PREPARING PRE SERVICE TEACHERS FOR THE INCLUSION OF STUDENTS WITH SPECIAL EDUCATION NEEDS IN PHYSICAL EDUCATION CLASSES

Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlacěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland.

‘Society has taught us to judge’: cultures of the body in teacher education

The body is a powerful symbolic form and all bodily activities are expressions of culture. The look, size, shape and physicality of bodies are perceived by all and compared to particular cultural standards. In this way the body is inscribed with culture and can serve as a site for social control. Various discourses of the body, including those around appearance, health and fitness, circulate within societal institutions and through relations of power these impact on the way in which we come to understand bodies. In times marked by individualised responsibility for all aspects of life, the body and technologies of self around bodywork are also significant in relation to self-formation and self-government. This research investigates the impact of various cultures of the body, on pre-service physical education teachers' understandings and meaning making about bodies, fitness, health and personal engagement in bodywork. Implications for future practices in teaching, relationships with school students and messages for teacher educators are also considered.

First off the blocks: professional experience and learning for first-year preservice Physical and Health Education teachers

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements.

STRATEGIES TO TEACH AN HYPERACTIVE PUPIL IN THE PHYSICAL EDUCATION CLASSES: A STUDY WITH A PRE-SERVICE TEACHER

Some disorders may affect the teaching process in physical education classes. In the present work an action-research study was conducted in order to know how two work with a single case of a hyperactive pupil in physical education classes. Based in literature, some work strategies were defined and used by a pre-service physical education teacher. Strategies were the adoption of evaluative positive and individual feedback, which had positive results in the self-observation and in the compromise with the exercises; a calm voice, that resulted positive for pupil individually, but not when in interaction with class; an increased responsibility for tasks, that did not work as expected, because the general behaviour of the class was not good too; pupil showed more commitment with the competition, when compared with cooperation tasks; the valorisation of the work in pairs was more positive than the work in group; attribution of gradual autonomy showed that more time and more specific skills of teaching are needed beyond one school year. In conclusion, it seems to be necessary to adapt specific strategies for Physical education, once the most were in the context of other disciplines taught in a classroom context that is very different from gym. Key words: hyperactivity, physical education, strategies.