Teacher Development in First-Year Physical Educators: A Comparison of Effectiveness among Different Physical Education Teacher Education Backgrounds

Autor/inn/en	Ensign, Julene; Woods, Amelia Mays; Kulinna, Pamela Hodges
Titel	Teacher Development in First-Year Physical Educators: A Comparison of Effectiveness among Different Physical Education Teacher Education Backgrounds
Quelle	In: Journal of Teaching in Physical Education, 36 (2017) 4, S.455-466 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education Teachers; Faculty Development; Comparative Analysis; Teacher Effectiveness; Teacher Background; Interviews; Questionnaires; Observation; Psychomotor Skills; Games; Social Behavior; Qualitative Research; Fidelity; Educational Philosophy; Educational Practices; Classroom Techniques + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Fragebogen; Beobachtung; Psychomotorische Aktivität; Game; Spiel; Spiele; Social behaviour; Soziales Verhalten; Qualitative Forschung; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Klassenführung
Abstract	Purpose: This study evaluated the teaching effectiveness of six first-year physical educators, three Southwestern and three Midwestern graduates, employing different curricular approaches. Method: Utilizing surveys, interviews, questionnaires, and systematic observations, data were analyzed through a framework of seven essential teaching tasks (Rink, 2002). Results: Data indicated overall mean scores of 34% motor appropriate activity with Academic Learning Time-Physical Education (ALT-PE) and a rating of 70.37 on the Qualitative Measures of Teacher Performance Scale (QMTPS). Notable contrasts included higher mean scores for Southwest participants for motor-appropriate and motor-inappropriate activity. Midwest participants devoted more time to game situations, management, and social behavior. For QMTPS, Southwest means were higher in every category. Qualitative themes produced similarities in teaching philosophy, fidelity to preservice training, and perceived value of reflective practices. Contrasts existed in curricular emphases and approaches to classroom management. Discussion/Conclusion: Characteristics of effective teaching were demonstrated by all participants regardless of curricular emphasis. (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	2020/1/01