Teacher development in first-year physical educators: A comparison of effectiveness among different physical education teacher education backgrounds

Julene Ensign, Amelia Mays Woods, Pamela Kulinna

Research output: Contribution to journalArticle

3 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)455-466
Number of pages12
JournalJournal of Teaching in Physical Education
Volume36
Issue number4
DOIs
StatePublished - Oct 1 2017

Keywords

  • Curriculum
  • Fidelity
  • Induction
  • Systematic observation

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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