A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

Deenihan, Jeremiah Timothy; MacPhail, Ann

doi:10.1123/jtpe.32.2.166

Cited by 19 publications

(19 citation statements)

References 34 publications

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“…There is evidence that PSTs have experienced student resistance towards roles and responsibility and other features (such as record keeping, statistics and match reports) because students were not familiar with these ways of engaging in learning (Curtner-Smith and Sofo 2004;McMahon and MacPhail 2007;Stran, Sinelnikov, and Woodruff 2012). More generic issues related to teaching such as low student attendance (Stran, Sinelnikov, and Woodruff 2012), range of student skill level (Braga and Liversedge 2017) and students not bringing the correct attire to participate in physical education (Deenihan and MacPhail 2013), have all been noted as further challenges to the effective teaching of SE.…”

Section: The Classroom Environmentmentioning

confidence: 99%

“…While PSTs' PETE experiences can facilitate their teaching of SE (Deenihan and MacPhail 2013; Braga and Liversedge 2017), being assessed on their teaching while undertaking school placement can lead to a concern from PSTs on 'experimenting' with SE (Deenihan and MacPhail 2017). PSTs who were teaching in a custodial school environment were inhibited in their teaching of SE (Deenihan and MacPhail 2017), while supportive structures in the physical education department and in the wider school community worked towards facilitating the teaching of SE (Deenihan and MacPhail 2013). The cooperating teacher also influences PSTs' teaching of SE.…”

Section: The Pete and School Contextmentioning

confidence: 99%

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Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers’ school placement experiences

Hordvik

MacPhail

Ronglan

2019

Physical Education and Sport Pedagogy

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Background and purpose: Acknowledging that it is critical that researchers design and implement studies that examine teaching as a complex phenomenon (Strom and Martin [2017]. Becoming-teacher: A Rhizomatic Look at First-year Teaching. Rotterdam: Sense Publishers), the objective of this study was to examine pre-service teachers' (PSTs') experience of teaching a specific content (i.e. Sport Education) in various school contexts (i.e. diverse PSTs, contexts, students, and the SE model). Using the rhizomatic (Deleuze and Guattari [1987]. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press) concept of assemblage, this study was guided by the question, 'How do PSTs negotiate their Sport Education physical education teacher education learning experience during school placement?' Research setting and participants: Grounded in post-qualitative methodology, this study involved twenty-one PSTs undertaking their school placement as part of a three-year physical education teacher education (PETE) programme in Norway. School placement was composed of two three-week periods in upper secondary school in which the PSTs taught SE to the same class each week. The PSTs participated in a university SE-PETE unit prior to school placement. Data collection and analysis: Three focus group interviews were conducted with three PST groups: (i) end of the SE-PETE unit and prior to school placement; (ii) between school placement blocks; and, (iii) end of school placement. Also, PST coursework was collected on completion of the PETE unit (completed in groups) and on completion of school placement (individual coursework). The nonlinear analysis process included data walking, rhizomatic mapping, situational analysis, and memo writing. Findings and discussion: This study highlighted how particular characteristics of various human and non-human elements (that is, the PSTs themselves, their contexts, their students, the features of SE) influenced and shaped PSTs' teaching and learning. Recognizing that it is not possible to be true to the myriad of elements influencing each PST, we provide a detailed consideration of two selected PSTs and show how interactions between human and non-human elements created two different teaching practices and learning experiences. We discuss the concept of assemblage in relation to the findings and introduce the notion of 'translating'. In 'translating', as highlighted by the PSTs in this study, PSTs make sense of ARTICLE HISTORY

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Section: The Classroom Environmentmentioning

confidence: 99%

Section: The Pete and School Contextmentioning

confidence: 99%

Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers’ school placement experiences

Hordvik

MacPhail

Ronglan

2019

Physical Education and Sport Pedagogy

Self Cite

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“…Several research studies have begun to address this call by examining the delivery of a single model across a PETE programme before enactment in a school context (Deenihan and MacPhail 2013). While PETE programmes are providing pre-service teachers with opportunities to experience multiple models, they tend to be delivered as discrete models rather than as multimodel MBP (Deenihan et al 2011).…”

mentioning

confidence: 99%

Adopting a models-based approach to teaching physical education

Casey

MacPhail

2018

Physical Education and Sport Pedagogy

Self Cite

169

115

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Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013 Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP. Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/ Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11-12 and 14-15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions. Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing

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“…While most preservice teachers are unfamiliar with such curricular frameworks, there is a unique opportunity to identify how factors within occupational socialisation are realised in the beliefs and actual teaching of preservice PE teachers. Most researchers have, through a case study approach, focused on one or two teachers (e.g., preservice or recently qualified teachers) (Deenihan & MacPhail, 2013;McMahon & MacPhail, 2007;O'Leary, 2014;O'Leary, Longmore, & Medcalf, 2014;Romar, Ahlroos, Flykt & Penttinen, 2015;Stran & Curtner-Smith, 2009), while others have studied four to 13 teachers (Li & JAN-ERIK ROMAR, PETER ÅSTRÖM, MAGNUS FERRY ---------------------------------------------------------------------------------------------------------------------------------------…”

Section: Theoretical Framworkmentioning

confidence: 99%

Untitled

Romar¹,

Åström²,

Ferry³

2018

JPES

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The objective of this exploratory study was to identify the content of preservice teachers' practical knowledge and the influence of their acculturation experiences on their practical knowledge. Informed by teacher occupational socialisation theory, a mixed method design was used to examine 26 first-year preservice physical education and health (PEH) teachers' practical knowledge construction during their first PEH course. Data collection included a written assignment in which the preservice teachers, based on their learning experiences during the PEH course, were asked to describe 10 significant didactical milestones (DMs) (practical knowledge) that would guide their future teaching in PEH. The early stage of teacher socialisation, their acculturation phase, was examined and analysed by using a questionnaire gathering information about their background and previous experiences. Results showed that the content of these preservice PEH teachers' practical knowledge was mainly pedagogical and focused most often on instructional strategies. The preservice teachers showed a relative lack of focus on knowledge concerning curriculum aims and contextual issues related to school and society. Furthermore, the results showed significant individual differences in the content of their practical knowledge. Consequently, we must acknowledge that acculturation and professional socialisation of individual preservice teachers will not be similar and that there is fundamentally multifaceted interaction between the structure of teacher education, different stages, and content. Teacher educators need to consider the complexity between individual learning experiences and the importance of how the content is organised in a differentiated approach.

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A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

Cited by 19 publications

References 34 publications

Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers’ school placement experiences

Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers’ school placement experiences

Adopting a models-based approach to teaching physical education

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