Investigating Preservice Classroom Teachers' Practices and Views about Teaching Physical Education Lessons: An Exploratory Case Study

Autor/inn/en	Tsangaridou, Niki; Kyriakides, Ermis; Charalambous, Charalambos Y.
Titel	Investigating Preservice Classroom Teachers' Practices and Views about Teaching Physical Education Lessons: An Exploratory Case Study
Quelle	In: European Physical Education Review, 28 (2022) 2, S.414-431 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyriakides, Ermis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211050922
Schlagwörter	Preservice Teachers; Teacher Education Programs; Time Management; Females; Physical Education; Physical Education Teachers; Foreign Countries; Specialization; Student Attitudes; Case Studies; Classroom Techniques; Accountability; Task Analysis; Lesson Plans; Educational Practices; Student Placement; Student Teaching; Cyprus + Suchen Sie Ihr Suchwort? Zeitmanagement; Weibliches Geschlecht; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Arbeitsteilige Spezialisierung; Schülerverhalten; Case study; Fallstudie; Case Study; Klassenführung; Verantwortung; Aufgabenanalyse; Lesson planning; Unterrichtsplanung; Bildungspraxis; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Zypern
Abstract	Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs' PE teaching during field placement and their views thereof. The implications of the findings for PCTs' education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01