Curriculum Alignment

Bulger, Sean M.; Housner, Lynn Dale; Lee, Amelia M.

doi:10.1080/07303084.2008.10598215

Cited by 26 publications

(7 citation statements)

References 10 publications

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“…Strong self-efficacy beliefs are the product of time and exposure to multiple experiences (Bandura, 1997); this indicates the necessity for PETE programs to deliver additional opportunities and experiences for preservice teachers in the area of APE in order to form resilient beliefs. As discussed by Bulger, Housner, and Lee (2008), "traditional instructional methods in PETE programs tend to reinforce passive knowledge acquisition rather than engaging students in the types of active teaching-learning experiences that foster the development of adaptable and expandable knowledge structures" (p. 46). Such traditional approaches to course design can impede preservice physical educators' ability to apply acquired disciplinary knowledge to practical situations and challenges in the field (Bulger et al, 2008).…”

Section: Conclusion and Future Researchmentioning

confidence: 97%

“…As discussed by Bulger, Housner, and Lee (2008), "traditional instructional methods in PETE programs tend to reinforce passive knowledge acquisition rather than engaging students in the types of active teaching-learning experiences that foster the development of adaptable and expandable knowledge structures" (p. 46). Such traditional approaches to course design can impede preservice physical educators' ability to apply acquired disciplinary knowledge to practical situations and challenges in the field (Bulger et al, 2008). Therefore, the dissemination of knowledge and experiences needs to be woven throughout the programmatic content to preserve the competencies of preservice teachers toward working individuals with disabilities.…”

Section: Conclusion and Future Researchmentioning

confidence: 97%

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Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Taliaferro

Hammond

Wyant

2015

Adapted Physical Activity Quarterly

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The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators' self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

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Section: Conclusion and Future Researchmentioning

confidence: 97%

Section: Conclusion and Future Researchmentioning

confidence: 97%

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Taliaferro

Hammond

Wyant

2015

Adapted Physical Activity Quarterly

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“…The findings also indicate that physical education teachers are facing cognitive demands, as national and state standards delineate students’ learning and achievement as the foremost priority (Lund & Tannehill, 2015). Physical education teachers need to align their practices with the standards that demand much more cognitively challenging goals than the traditional curriculum characterized by a recreational activity model (Bulger, Housner, & Lee, 2008). …”

Section: Discussionmentioning

confidence: 99%

Developing a Psychometric Instrument to Measure Physical Education Teachers’ Job Demands and Resources

Zhang

Chen

2017

Measurement in Physical Education and Exercise Science

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Based on the job demands–resources model, the study developed and validated an instrument that measures physical education teachers’ job demands–resources perception. Expert review established content validity with the average item rating of 3.6/5.0. Construct validity and reliability were determined with a teacher sample (n = 397). Exploratory factor analysis established a five-dimension construct structure matching the theoretical construct deliberated in the literature. The composite reliability scores for the five dimensions range from .68 to .83. Validity coefficients (intraclass correlational coefficients) are .69 for job resources items and .82 for job demands items. Inter-scale correlational coefficients range from −.32 to .47. Confirmatory factor analysis confirmed the construct validity with high dimensional factor loadings (ranging from .47 to .84 for job resources scale and from .50 to .85 for job demands scale) and adequate model fit indexes (root mean square error of approximation = .06). The instrument provides a tool to measure physical education teachers’ perception of their working environment.

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“…Analyses of PETE programs indicate that a majority of subdisciplinary coursework pertains to the scientific dimensions of physical activity (Ayers & Housner, 2008;Bulger, Housner, & Lee, 2008;Hetland & Strand, 2010). For example, Hetland and Strand (2010) found that exercise physiology (96%), biomechanics (86.4%), and motor learning (86.3%) were the most commonly included subdiscipline courses in PETE programs, followed by history of sport and physical education (72.7%) and social psychology of sport and physical activity (68.2%) courses.…”

Section: Introductionmentioning

confidence: 99%

Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

Johnson

2015

Quest

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The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of physical activity and the practice of physical activity, in Physical Education Teacher Education curricula. Maurice Merleau-Ponty’s philosophy of the lived body is employed to (a) challenge the predominant inclusion of the scientific dimensions of physical activity in teacher preparation curricula and (b) suggest that preservice physical education teachers need “lived body knowledge” of the subject matter to teach physical education. Lived body knowledge is skillful and meaningful engagement in dance, exercise, games, play, and/or sport. It is then argued that the practice of physical activity deserves a significant presence in Physical Education Teacher Education curricula

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Curriculum Alignment

Cited by 26 publications

References 10 publications

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

Developing a Psychometric Instrument to Measure Physical Education Teachers’ Job Demands and Resources

Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

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