Secondary Physical Education Teaching Methods Course: Through the Lens of the Preservice Teachers

Autor/inn/en	Hodges, Michael; Phelps, Ashley; Knipe, Robert; Doherty, Brooke; Colburn, Jeff; Hamilton, Xiaofen D.
Titel	Secondary Physical Education Teaching Methods Course: Through the Lens of the Preservice Teachers
Quelle	In: Curriculum Studies in Health and Physical Education, 14 (2023) 1, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2022.2042340
Schlagwörter	Secondary Education; Physical Education Teachers; Methods Courses; Preservice Teachers; Secondary School Teachers; Teacher Competencies; Lesson Plans; Cooperating Teachers; College School Cooperation; Classroom Techniques; Student Behavior; Planning + Suchen Sie Ihr Suchwort? Sekundarbereich; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Methodisch-didaktische Anleitung; Lehrkunst; Lesson planning; Unterrichtsplanung; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Klassenführung; Student behaviour; Schülerverhalten; Ablaufplanung; Planungsprozess
Abstract	Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. "Journal of Emerging Trends in Educational Research and Policy Studies," 3(1), 83-86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs' questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01