Effects of a Two-Stage Physical Education Teacher Education Programme on Preservice Teachers' Specialised Content Knowledge and Students' Game-Play in a Student-Centred Sport Education-Step Game Approach

Autor/inn/en	Farias, Cláudio; Teixeira, Joaquim; Ribeiro, Eugénio; Mesquita, Isabel
Titel	Effects of a Two-Stage Physical Education Teacher Education Programme on Preservice Teachers' Specialised Content Knowledge and Students' Game-Play in a Student-Centred Sport Education-Step Game Approach
Quelle	In: European Physical Education Review, 28 (2022) 3, S.816-834 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farias, Cláudio) ORCID (Teixeira, Joaquim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X221084516
Schlagwörter	Physical Education; Preservice Teacher Education; Pedagogical Content Knowledge; Games; Student Centered Learning; Grade 8; Cooperating Teachers; Team Sports; Student Teachers + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Game; Spiel; Spiele; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; School year 08; 8. Schuljahr; Schuljahr 08; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Mannschaftssport; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers' (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22-24 years old), their 60 eighth-grade students (three classes: 38 boys, 22 girls, M[subscript age] = 13.3), and a mentoring team (one teacher educator, one university supervisor, and one cooperating teacher) participated in the study. The PSTs participated in a two-stage programme where they learned how to teach volleyball using SE-SGA, and then implemented an SE-SGA unit during their school placement. Using audio/video data from 30 lessons, we examined PSTs' SCK (content development, depth of content knowledge) on a lesson-by-lesson basis. We also assessed the 2v2 game-play performance of PSTs' students across three assessment points. Descriptive statistics were computed for SCK scores and repeated measures analysis of variances were used to analyse variance in game-play variables over time. Results showed improvement in PSTs' SCK and students' game-play. The PSTs showed strong SCK, with index levels above the 3.0 cut point, and progressive use of informing, refining, and applying-game tasks over time. Students improved in most game-play variables (namely 'serve', 'reception', 'setting') and the 'game performance index' over time. Student game-play development seemed to be strongly influenced by an interdependent interaction between PSTs' SCK and additional situated, model-based features of content development (i.e. extensive application of knowledge in competition events, the problem-solving focus of the refining tasks). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01