Beginning &amp; graduating student-teachers' beliefs about physical education: a case study

Philpot, Roderick; Smith, Wayne

doi:10.1080/18377122.2011.9730342

Cited by 19 publications

(12 citation statements)

References 30 publications

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“…Exploring the features and student experiences of alternative pedagogy programmes during PETE that overcome acculturation and make this receptiveness possible is an important next step (Light and Tan 2006;McMahon and MacPhail 2007;Philpot and Smith 2011;Sofo and Curtner-Smith 2005). To date, some research studies have explored PETE students' experiences of TGfU and reported various reasons for its appeal (Gubacs-Collins 2007;Li and Cruz 2008;Light and Butler 2005;Ha 2009, 2013).…”

mentioning

confidence: 99%

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Moy

Renshaw

Davids

et al. 2015

Physical Education and Sport Pedagogy

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2 Overcoming acculturation: Physical education recruits' experiences of an alternative pedagogical approach to games teachingBackground: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change.Purpose: To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits' identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to TGfU, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design. Participants and Setting:A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy.Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection.Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory.Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill), and (ii), inclusivity 3 (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key facto...

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mentioning

confidence: 99%

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Moy

Renshaw

Davids

et al. 2015

Physical Education and Sport Pedagogy

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“…Having an appreciation of recruits' pre-conceived ideas can ensure PETE programs 178 impact on teacher pedagogy and beliefs (Hutchinson, 1993) and teacher attitudes (OCED, 179 2006) which influence teacher behavior (Calderhead, 1996). The peregrination of PSTs 180 PHYSICAL LITERACY AND HUMAN FLOURISHING beliefs was noted by Philpot and Smith (2011). They reported that there was a change 181 between the beginning of the course, when recruits aligned PE with sport, and their views 182 following graduation, where they perceived PE as more than sport.…”

Section: Physical Literacy and Psts' Beliefs 68mentioning

confidence: 99%

The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners

Flemons

Diffey

Cunliffe

2018

Journal of Teaching in Physical Education

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12This paper discusses teacher preparation in relation to encouraging and empowering future 13 teachers to appreciate the potential and value of adopting physical literacy as the goal of PE. 14 The paper addresses the issue of the role of schools and teacher training programs in 15 developing the next generation of PE teachers entering PE Teacher Education (PETE) with 16 respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical 17 literacy, and providing high quality learning experiences that are crucial to continuing 18 physical activity throughout the life course for all children, not just those that have a natural 19 aptitude in this area. Many advocates for radical change in physical education have 20 repeatedly argued that physical education curricula around the world are too focused on a 21 traditional, one size fits all, sport technique based, multi-activity form. Others have argued 22 that the traditional curricula have a primary focus on physical competence in running, 23 jumping, and balls skills rather than providing experience in a wide range of physical 24 activities including, inter alia, those with a focus on aesthetic awareness and those related to 25 outdoor adventure. 26 27

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“…Ainda mais, a descrição e análise das crenças que os professores em formação possuem, ao ingressarem na universidade, pode dar significado à aprendizagem de novos conhecimentos profissionais e auxiliar o professor formador na criação de situações de ensino que amplie o engajamento destes estudantes à novas aprendizagens e perspectivas de atuação profissional (MANSOUR, 2009;PHILPOT;SMITH, 2011;RICHARDSON, 1996).…”

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As crenças sobre o ensino dos esportes na formação inicial em Educação Física

Ramos

Souza²,

Brasil³

et al. 2014

R. Educ. Fís. UEM

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RESUMOO objetivo principal é analisar as crenças ou conhecimentos prévios de alunos de Graduação em Educação Física a respeito do ensino dos esportes, quando ingressam na universidade. Foram adotados procedimentos metodológicos de pesquisa qualitativa de caráter descritivo interpretativo de estudos de casos múltiplos. Cinco estudantes de graduação em Educação Física de uma universidade pública foram investigados. Os instrumentos utilizados foram roteiro de entrevista semiestruturada; observação sistemática; procedimentos de estimulação de memória. A técnica de análise de conteúdo foi utilizada e as classes de análise foram determinadas a priori. Verificou-se que os sujeitos investigados acreditam que os conteúdos motores ou habilidades básicas do esporte devem ser enfatizados no processo de iniciação esportiva. A experiência de prática pessoal e a observação foram as fontes para a estruturação de suas aulas. Os sujeitos possuem um conhecimento pedagógico sobre o ensino dos esportes, obtidos a partir de um processo de modelação.

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Beginning & graduating student-teachers' beliefs about physical education: a case study

Cited by 19 publications

References 30 publications

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners

As crenças sobre o ensino dos esportes na formação inicial em Educação Física

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