C. H. McCloy Lecture: Reflections on Socialization Into Physical Education: An Intergenerational Perspective

Templin, Thomas J.; Richards, K. Andrew R.

doi:10.1080/02701367.2014.964635

Cited by 62 publications

(33 citation statements)

References 60 publications

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“…These experiences seem to provide the best opportunities to generate changes in PSTs' subjective filters (Richardson, 2003;Templin and Richards, 2014). To maximize the effectiveness of a field-based approach to PETE, some teacher educators have recommended supplementing field-based learning experiences with curricular strategies derived from constructivist theories of learning (Rovegno and Dolly, 2006).…”

Section: Occupational Socialization Theorymentioning

confidence: 98%

Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students' cognitive growth and affect students' value orientations. The purpose of this study was to examine pre-service teachers' (PSTs') impressions of and experiences with CBL. Occupational socialization theory and the shared inquiry cycle guided the use of case studies. Nineteen PSTs (6 female, 13 male) enrolled in a third-year seminar course at a large American university took part in this investigation. The PSTs read and responded to 10 unique case studies and engaged in reflection and group discussions. Data were collected from interviews, course documents and non-participant observations. Qualitative analysis revealed that the PSTs demonstrated cognitive growth as evidenced by their consideration of multiple sources of knowledge, engagement with the CBL and focusing on future teaching situations. The findings of this research suggest that CBL may provide a method for instructors to introduce new ideas and allow PSTs to consider them along with their own pre-conceived notions.

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Section: Occupational Socialization Theorymentioning

confidence: 98%

Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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“…Although researchers have argued that PETE is relatively ineffective in altering the beliefs of PE preservice teachers (Pike & Fletcher, 2014;Templin & Richards, 2014), there is a growing global body of knowledge indicating that meaningfully designed courses in classroom TE can positively impact PCTs' development as teachers. After graduating from a 5-year comprehensive TE program in Finland, PCTs felt that they had sufficient PE content knowledge and experience of teaching PE, which resulted in their perceived competence of their ability to teach PE (Kari, 2016).…”

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confidence: 99%

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

Romar

Ferry

2020

Journal of Teaching in Physical Education

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Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

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“…Through the participation in these activities, the PSTs beliefs and perceptions on PE have developed and been an embodied part of their habitus, and thus are influential on their future profession as PE teachers (Mordal-Moen and Green 2014; Templin and Richards 2014). The results also show that the participation differed in relation to sex, following traditional gender patterns.…”

Section: Psts Backgroundmentioning

confidence: 65%

“…Similar to international research on background characteristics of PETE recruits (cf. McCullick et al 2012;Richards, Templin, and Graber 2014;Rossi, Sirna, and Tinning 2008;Templin and Richards 2014), Larsson (2009) shows that Swedish recruits have vast experience of participating in competitive sport settings. PE PSTs are also often from families who are largely involved in sport (Lawson 1984), and their career choice has been influenced by important social agents such as former coaches and PE teachers, parents and peers (Annerstedt 1991;Curtner-Smith, Hastie, and Kinchin 2008;Spittle, Jackson, and Casey 2009).…”

Section: Previous Research On Pstsmentioning

confidence: 99%

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Ferry

2018

Physical Education and Sport Pedagogy

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Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers' experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu's concept of habitus. Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016. Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs' experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students' PE subject studies. Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils' character and promote healthy behaviours. The PSTs' background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change. Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

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C. H. McCloy Lecture: Reflections on Socialization Into Physical Education: An Intergenerational Perspective

Cited by 62 publications

References 60 publications

Pre-service teacher perspectives of case-based learning in physical education teacher education

Pre-service teacher perspectives of case-based learning in physical education teacher education

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

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