Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers

Autor/inn/en	Flory, Sara Barnard; Burns, Rebecca West
Titel	Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers
Quelle	In: Teacher Educator, 52 (2017) 4, S.365-385 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2017.1349225
Schlagwörter	Physical Education Teachers; Methods Courses; Preservice Teachers; Cooperating Teachers; Preservice Teacher Education; College Faculty; Teacher Attitudes; Student Attitudes; Self Esteem; Pedagogical Content Knowledge; Qualitative Research; Case Studies; Middle Schools; High Schools; Secondary School Teachers; Urban Schools; Assignments; Student Evaluation; Experience; Classroom Techniques; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Methodisch-didaktische Anleitung; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Fakultät; Lehrerverhalten; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Pädagogische Kompetenz; Qualitative Forschung; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Erfahrung; Klassenführung
Abstract	Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01