What Do They Reflect On?--A Mixed-Methods Analysis of Physical Education Preservice Teachers' Written Reflections after a Long-Term Internship

Autor/inn/en	Greve, Steffen; Weber, Kira Elena; Brandes, Björn; Maier, Jessica
Titel	What Do They Reflect On?--A Mixed-Methods Analysis of Physical Education Preservice Teachers' Written Reflections after a Long-Term Internship
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 4, S.590-600 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greve, Steffen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Reflective Teaching; Physical Education Teachers; Preservice Teachers; Student Attitudes; Internship Programs; Classroom Environment; Mentors; Foreign Countries; Feedback (Response); Teacher Effectiveness; Germany; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schülerverhalten; Berufspraktische Ausbildung; Klassenklima; Unterrichtsklima; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Deutschland
Abstract	Purpose: A previous study about a long-term internship implemented in the Master's program of eleven physical education preservice teachers showed that the preservice teachers had low performance scores in the area of Instructional Support. These results left many questions unanswered, so the written self-reflections of the preservice teachers were investigated. Method and Results: A quantitative content analysis of their written reflections, based on the dimensions of the Classroom Assessment Scoring System K-3, showed that the participants pay little attention to the domain of Instructional Support. A qualitative content analysis showed that the preservice teachers relied on self-made experiences and the advice given by their mentors from school who pay little attention to Instructional Support. Discussion and Conclusion: Instructional Support should be given a higher priority in the context of long-term internships and in accompanying reflective assignments, especially with regard to differentiation and inclusion of all students. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01