Academic journal article Research Quarterly for Exercise and Sport

Preservice Teachers' Conceptions of Teaching within Skill Theme, Games for Understanding, and Sport Education Units

Academic journal article Research Quarterly for Exercise and Sport

Preservice Teachers' Conceptions of Teaching within Skill Theme, Games for Understanding, and Sport Education Units

Article excerpt

A recent trend in some physical education teacher education (PETE) programs has been to shift from focusing on generic teacher effectiveness to pedagogies specific to different curricular models (Metzler, 2000). The purpose of this study was to compare and contrast preservice teachers' (PTs) conceptions of the teaching-learning process while employing the skill theme (ST), games for understanding (GFU), and sport education (SE) models. Our goal was to identify similarities among and differences between PTs' foci while teaching within the three models with a view to making our PETE more model-based in the future. Participants were 12 PTs enrolled in a 5-week methods course and a 10-week early field experience (EFE) which took place at a local elementary school. During the methods course, PTs studied the pedagogies of the three models as well as teaching styles and effective teaching. During the EFE, PTs team-taught 19-lesson ST, GFU, and SE units to third-, fourth-, and fifth-grade pupils. Class sizes ranged from 10 to 18 pupils. Data were collected by using the critical incident technique. Following each EFE session, PTs reported, in writing, anything which they found significant while teaching within the ST, GFU and SE models. In addition, the five supervisors of the PTs recorded salient incidents and conversations within a reflective log. Separate analyses were performed on the critical incident and reflective log ST, GFU, and SE data by employing analytic induction. …

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