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1.
ABSTRACT Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers. 相似文献
2.
《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACTPhysical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs. 相似文献
3.
《Studying Teacher Education》2013,9(3):260-277
ABSTRACTFaculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors. 相似文献
4.
An Electronic Lifeline: Information and communication technologies in a teacher education internship
Diane Mayer 《Asia-Pacific Journal of Teacher Education》2002,30(2):181-195
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools. 相似文献
5.
While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We used self-study of teacher education practices to understand the experiences of Kevin, a beginning physical education teacher educator in a visiting assistant professor position at Northern Illinois University. Kevin’s experiences differ from those of many other teacher educators as he had not taught in school settings before moving into higher education. He did, however, have a strong background in higher education pedagogy through work in a center for teaching and learning. Data were collected through journaling, documents and artifacts, and exit slips, feedback forms, and focus group interviews completed by Kevin’s students. Qualitative data analyses resulted in the construction of three first-order themes: (1) developing appropriate pedagogy, (2) developing and maintaining relationships with students, and (3) managing an identity as a teacher educator. Kevin’s journey was non-linear and marked by both successes and challenges, but at the end of the year he felt that he had grown as a teacher educator. Further, while Kevin’s youth and lack of teaching experience influenced his teacher education practice, it was not always negative and he found ways to compensate for what he lacked in direct teaching experience. Results are discussed with reference to Kevin’s socialization and future directions for research are provided. 相似文献
6.
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues. 相似文献
7.
This study explored the influence of university-based teacher education courses on preservice teachers as they engaged in the field-based portion of their preparation. Forty-two preservice teachers contributed reflective writings about the successes and challenges they faced during field experiences in light of knowledge and skills learned during their university-based coursework. Participants’ self-reflective writings were coded and analyzed for emerging themes that cut across all responses. The results indicated a shift from concerns about performance of teaching tasks in the classroom to concerns about the performance of students in terms of learning. This shift was consistent with a goal of the preservice program, namely, helping preservice teachers focus on student learning. 相似文献
8.
Jacalyn Lund 《Quest (Human Kinetics)》2016,68(4):491-496
ABSTRACTThis article is the next chapter in the conversation about doctoral physical education teacher education (D-PETE) programs. The author challenges PETE faculty members to continue the dialogue started in this special issue about D-PETE programs. 相似文献
9.
K. Andrew R. Richards Thomas J. Templin Karen Lux Gaudreault 《Quest (Human Kinetics)》2013,65(4):442-457
While quality physical education teacher education requires recruits to be trained in the knowledge, skills, and dispositions necessary for effective teaching, research stemming from socialization theory and role theory indicates that this may not be adequate. Pre-service teachers also need to be made aware of organizational challenges they will face when transitioning into their first teaching position. These challenges stem from the ways in which recruits are socialized into physical education, and are related to the complex, sociopolitical structure of schooling. The purpose of this article is to provide a review of the organizational challenges faced by beginning physical education teachers and to present recommendations for how teacher training programs can better prepare pre-service teachers to meet these challenges. The discussion includes both general and specific strategies that can be implemented to provide pre-service teachers with the knowledge and skills necessary to enhance their ability to navigate life in the sociopolitical contexts of schools. Preparing students for the realities of school life should correspond with a decrease in reality shock and the washout effect. 相似文献
10.
For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed. 相似文献
11.
Emmanuel O. Acquah Nikolett Szelei Heidi T. Katz 《British Educational Research Journal》2020,46(1):122-139
Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education. 相似文献
12.
Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues. 相似文献
13.
Abstract We focus on the preservice teacher‐university supervisor relationship within the context of field experiences to explore the general question, “How can we, as university teacher educators, better assist preservice teachers in their development through field experiences?” Our discussion is based on: reflective accounts of preservice teachers written before, during, and following periods of field experience; our experiences as teachers and teacher educators, which include being faculty supervisors; and on research on the role of the university supervisor in field experiences. We first describe some typical perceptions associated with the preservice teacher‐university supervisor relationship, and then go on to suggest some specific ways to enhance the understanding that preservice teachers have of the roles of university supervisors and, hence, to facilitate the negotiation and development of productive preservice teacher‐university supervisor relationships. 相似文献
14.
ABSTRACTIn preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided. 相似文献
15.
Doris R. Corbett 《Quest (Human Kinetics)》2016,68(3):316-323
ABSTRACTThe loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding. 相似文献
16.
The purpose of this study is to understand how preservice teachers experience a common university assignment: the videotaping and analysis of their own instruction. Using empirical data and the thought of the French philosophers Michel Foucault and Emmanuel Levinas, the study examines the difficulties in transitioning from student subjectivity to teacher subjectivity within the context of university-based teacher education. The paper ends by considering the role teacher educators can play in helping student teachers grow through their preservice experiences. 相似文献
17.
ABSTRACTSpace is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs. 相似文献
18.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献
19.
Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008 相似文献
20.
ABSTRACTThe mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented. 相似文献