Meeting the Standards? Exploring Preparedness for Teaching

Autor/inn/en	Swabey, Karen; Castleton, Geraldine; Penney, Dawn
Titel	Meeting the Standards? Exploring Preparedness for Teaching
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 8, S.29-46 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Physical Education; Teacher Attitudes; Beginning Teachers; Preservice Teacher Education; Preservice Teachers; Physical Education Teachers; Health Education; Knowledge Base for Teaching; Pedagogical Content Knowledge; Questionnaires; Interviews; Learning Strategies; Evaluation Methods; Teaching (Occupation); Qualitative Research; Foreign Countries; Student Behavior; Behavior Modification; Interprofessional Relationship; Literacy; Numeracy; Information Technology; Standards; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehrerverhalten; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Fragebogen; Interviewing; Interviewtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching; Lehrberuf; Qualitative Forschung; Ausland; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Informationstechnologie; Standard; Australien
Abstract	This research focused on the perceptions of pre-service and beginning health and physical education (HPE) teachers in relation to their preparedness for teaching. A questionnaire was designed to engage with teacher professional standards addressing (i), professional knowledge; (ii), professional relationships and (iii), professional practice. Follow-up interviews with randomly-selected teachers facilitated deeper interrogation of the issues. Findings indicated that both groups felt that their training had prepared them well in relation to most elements of the three aspects of the professional standards. Pre-service teachers had concerns with some elements of professional knowledge: specifically, knowledge and understanding of numeracy, ICT and literacy as they related to the teaching of HPE; and behaviour management. Beginning teachers had similar concerns in relation to professional knowledge and about their ability to plan and use valid and reliable assessment strategies. Data supported previous research that emphasised the ongoing nature of learning as a teacher. (Contains 2 footnotes.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10