Perceptions of Preservice and Induction Physical Educators

Autor/inn/en	Gentry, Chris R.; Ensign, Julene; Trendowski, Tom; Graber, Kim C.
Titel	Perceptions of Preservice and Induction Physical Educators
Quelle	In: European Journal of Educational Sciences, 5 (2018) 1, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Preservice Teachers; Beginning Teachers; Teacher Attitudes; Student Attitudes; Physical Education Teachers; Teacher Education Programs; Program Effectiveness; Interdisciplinary Approach; Physical Activities; Curriculum Development; Beginning Teacher Induction; Socialization; Professional Identity; Classroom Techniques; Lifelong Learning; State Universities; Private Colleges + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Schülerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Socialisation; Sozialisation; Klassenführung; Life-long learning; Lebenslanges Lernen; Staatliche Universität; Privathochschule
Abstract	This study examines the similarities and differences in perceptions of preservice and induction physical education teachers regarding their level of career preparedness and curricular preferences. Findings are based on interviews with 23 participants (12 preservice and 11 induction) from two Midwestern universities. Qualitative data from the structured interview questions designed for the study were collected and analyzed using content analysis and compared with the guiding theory. Trustworthiness for data collection and analysis was followed and validated by guidelines and recommendations (Lincoln & Guba, 1985; Patton, 2002). In addition, 39 individuals from the two universities were surveyed regarding teacher attitudes by utilizing a validated survey (Kulinna & Silverman, 1999). Qualitative data analysis revealed the following themes: a) Physical Education Teacher Education (PETE) programs may not adequately prepare induction teachers for the realities of the classroom environment; b) cross-curricular integrations are valued; and c) physical activity for a lifetime is a primary curricular outcome. Results suggest that PETE curriculum may need to be modified to provide increased fidelity in the induction years of physical educators. In addition, these themes signify the influence of the socialization process and its relevance to the realities of induction physical educators. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01