The Impact of Teaching Physical Education to Czech School Children Using Progressive Teaching Approaches: Findings of a Four-Year Study

By Frömel, Karel; El Ansari, Walid et al. | Central European Journal of Public Health, September 2009 | Go to article overview

The Impact of Teaching Physical Education to Czech School Children Using Progressive Teaching Approaches: Findings of a Four-Year Study


Frömel, Karel, El Ansari, Walid, Vasícková, Jana, Central European Journal of Public Health


SUMMARY

Practice teaching is an important feature of pre-professional preparation of teachers. This study assessed student teachers' (STs) and pupils': overall evaluation and evaluation of pupils' roles in physical education (PE) and second subject lessons. STs delivered the lessons using either traditional or progressive teaching approaches. Questionnaires were completed by 57 STs and 10,517 high school pupils who assessed the lessons taught by the STs. Differences in the evaluation of pupil's role were analysed according to teaching approach, school years, and gender. In both types of lessons, pupils evaluated progressive teaching approaches more positively than the traditional approaches. Pupils' roles in lessons delivered using progressive teaching approaches also increased. STs evaluated the progressive approaches in both lessons more positively than traditional approaches. Girls evaluated PE lessons more favourably than boys regardless of teaching approach. If the goal is to increase pupils' role in the lessons, progressive teaching approach may be more effective than traditional.

Key words: student teacher, teaching style, high school pupils, gender, questionnaire, health

INTRODUCTION

During the pre-professional preparation of teachers, student practice teaching experience provides undergraduate students teachers (STs) the opportunities to work and communicate with pupils in various school environments (1). STs' practice experience enhances the collaboration between elementary and secondary schools on the one hand (where teaching happens), and universities on the other (where teacher training happens) (2). Pre-professional preparation also provides STs with opportunities to efficiently work together with teachers who supervise the classes. Such interactions assist in the translation of research findings into practice, and instil evidence-based procedures that enhance the educational experience. Furthermore, practice teaching sessions are opportunities where new instructional approaches are implemented and tested (3).

Student practice teaching where STs acquire teaching and management skills (e.g. in PE lessons) is a useful formative evaluative tool to formulate optimal structure and content of STs' pre-professional curriculum (1, 4). This is important, as although the preparation of future PE teachers necessitates early explorations of every aspect of the 'real' world of PE teaching, recent analyses of practice teaching suggested several shortfalls (5-7). Other challenges in teacher development include the extent of teachers' respect for pupil's emotions, as well as their predictions about the skill levels of pupils (8). Hence there has been calls that "shaping the future of the nation's work force in PE may start with early induction into teaching, in addition to a longer student teaching period" ( 1 ). The focus would be twofold: to improve STs' skills in enhancing the pupils' involvement in the educational processes; and to boost STs' abilities and fluency in progressive interdisciplinary teaching.

Globally, current educational systems emphasise the greater involvement of pupils in the educational processes. This includes freedom in decision making, independence, creativity, as well as self-diagnosis and self-evaluation (9). In PE, further aims are to increase pupils' enjoyment during physical activity, and their responsibility for success (10-12). When pupils participate in decisions on their activities (13-14), their motivation increases and they do not have reasons to misbehave (15).

Progressive Interdisciplinary (Cross-curricular) Teaching

Interdisciplinary (cross-curricular) teaching involves conscious efforts to apply knowledge, principles, and values to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process, topic, or experience (16). However, little research has investigated progressive approaches that apply interdisciplinary teaching integration in order to enhance STs' pedagogical knowledge, and boost pupils' role in the educational experience (17). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Impact of Teaching Physical Education to Czech School Children Using Progressive Teaching Approaches: Findings of a Four-Year Study
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.