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Author Stran, Margaret
Title Learning to teach sport education
book jacket
Descript 66 p
Note Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page:
Adviser: Matthew D. Curtner-Smith
Thesis (Ph.D.)--The University of Alabama, 2007
Three theoretical frameworks were used to investigate how preservice teachers (PTs) learned to teach Sport Education (SE) during physical education teacher education (PETE). Participants were two PTs who each taught SE seasons to middle school pupils during their culminating student teaching internship. Data were collected using seven qualitative techniques and systematic observation. Standard interpretive methods were used to code and categorize the data
Occupational socialization was used to (a) examine how PTs interpreted and delivered SE during their student teaching practice and (b) discover factors which led to PTs interpreting and delivering the model as they did. Results revealed that high quality SE-PETE facilitated both commitment to the model and ability to teach the full version of it for both a teaching-oriented and moderately-coaching oriented PT. Key elements responsible for this commitment and competence appeared to be teaching of prescribed mini-seasons prior to teaching practice, conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature
Shulman's (1987) set of seven knowledge types was utilized to discover the relative importance of different knowledge types in PTs' teaching of SE as well as knowledge acquisition and development. While all knowledge types played some part in the PTs' ability to deliver SE effectively, curricular knowledge was most important. Moreover, the study indicated that PETE was the major medium through which PTs acquired and developed their knowledge. Implications for physical education teacher education (PETE) are discussed
Because teachers' beliefs have a considerable impact on their instructional styles, methods, objectives, and curricular organization (Eisner & Vallance, 1974), the influence of two PTs' value orientations on their interpretation and delivery of SE was examined. Any changes/development of PTs' value orientations while teaching SE were followed. The disciplinary mastery focus of the PTs strongly influenced the type of SE seasons they delivered. Additionally, the PTs broadened their beliefs about the purposes of their teaching toward the end of student teaching to the extent that they expressed interest in goals related to and used pedagogies consistent with the social reconstruction, social responsibility, and self-actualization value orientations
School code: 0004
Host Item Dissertation Abstracts International 68-07A
Subject Education, Physical
Education, Teacher Training
Alt Author The University of Alabama
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