Moving between theory and practice: preparing early childhood pre-service teachers for teaching physical education

Sevimli-Celik, Serap

doi:10.1080/10901027.2020.1735588

Cited by 24 publications

(12 citation statements)

References 24 publications

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“…However, studies on practicum have mostly focused on student teachers' views and the difficulties they encounter in practice (Aslan & Saglam, 2018;Batmaz & Ergen, 2020;Caires & Almeida, 2005;Gürbüztürk &Çalış, 2019;Kakazu & Kobayashi, 2022;Koc, 2012;Koc & Yıldız, 2012;Mirici & Ölmez-Çağlar, 2017;Nayır & Çınkır, 2014;Ünver & Kurşunlu, 2014). To strengthen the bridge between theory and practice, studies that support student teachers' teaching skills and professional development through practicum (Chen, Tseng, & Wu, 2022;König, Bremerich-Vos, Buchholtz, & Glutsch, 2020;Sevimli-Celik, 2021;Stenberg, Rajala, & Hilppo, 2016) and studies that show the importance of reflection in a teaching practicum, are increasing (Maaranen & Stenberg, 2017). Also, studies examining the role of mentor and supervisor in a teaching practicum draw attention (Agricola, van der Schaaf, Prins, & van Tartwijk, 2020;Liu, & Sitoe, 2020;Mok & Staub, 2021).…”

Section: Content Organization Skills For Teachingmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

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The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers’ experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic single-case method, examined fourth-year student classroom teachers’ content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an open-ended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.

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Section: Content Organization Skills For Teachingmentioning

confidence: 99%

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Taş

Karabay

2023

Participatory Educational Research

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“…These need to be addressed in the student's curriculum in order to prepare them to implement contextually relevant instructional content. It is also important to note that learning in an environment where theoretical principles and practical applications are closely related helps future PE teachers bridge the gap between theory and practice and generate theory from practice ( 62 ). Depending on the students' involvement within a practice or theorical learning activity a surface approach or a deep approach ( 63 ) four possibilities can arise: Deep Theoretical Task (DTT), Surface Theoretical Task (STT), Deep Practical Task (DPT) and Surface Practical Task (SPT).…”

Section: Introductionmentioning

confidence: 99%

Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students

Tannoubi

Guelmami

Bonsaksen

et al. 2022

Front. Public Health

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BackgroundThe Revised Two Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students' study approaches in higher education. The questionnaire is designed to measure two factors: deep and surface approaches. In order to measure these approaches for students in physical education and sport, a new measurement instrument should take into consideration the practical context of this field of education that makes it specific to other fields.ObjectiveThe present study aims (a) to develop and empirical test of a new instrument for measuring the study process in physical education and sports students, and (b) to test psychometric properties of the tool.MethodsTwo exploratory and confirmatory samples of physical education students enrolled in a bachelor's degree program in physical education at the High Institute of Physical Education and Sports of Kef-Tunisia, aged 19–26 years, were recruited online among female students (n = 414) and male students (n = 393). The participants filled in Google Form survey including Physical Education-Study Process Questionnaire (PE-SPQ) and the Arabic version of the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F).ResultsExploratory factor analysis showed a suitable four factors solution, which is approved by confirmatory factor analysis indices [χ2 = 466.47, TLI = 0.94, CFI = 0.95; RMSEA = 0.56 IC 90% (0.050–0.062)]. Internal consistency of the PE-SPQ simultaneously checked by McDonald's ω, Cronbach's α and Gutmann's λ6 showed good reliability of the PE-SPQ. Convergent validity examined by Average variance extracted (AVE) was good. The comparison between the AVE root mean square and Pearson correlation coefficients of each factor with his indicators reveals the discriminant validity of the PE-SPQ. Furthermore, Pearson's correlation between the PE-SPQ factors and the R-SPQ-2F establishes the concurrent validity of the new scale.ConclusionThe PE-SPQ scale is valid and reliable and can be used to assess study process factors in physical education students.

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“…other staff personnel and preschool teachers) views and practices in preschool focused on play and movement tasks (McEvilly, 2015; McEvilly et al, 2013, 2015, 2017). A more recent study (Sevimli-Celik, 2021) investigated preschool pre-service teachers’ views regarding the importance of PE, as well as their readiness for teaching PE during a PE course. The specific course aims to provide theoretical and practical knowledge to teach developmentally appropriate PE to preschool children.…”

Section: Introductionmentioning

confidence: 99%

“…Findings indicated that pre-service teachers who held opposing views regarding PE changed their attitudes after completing the course. However, as the author remarks, “the course itself was not enough to give the confidence the prospective teachers need to teach physical education, raising the issue of requiring more practical experiences to make them feel more comfortable with the content and teaching young children” (Sevimli-Celik, 2021: 15).…”

Section: Introductionmentioning

confidence: 99%

An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

Tsangaridou

Pieroua

Charalambous

2022

European Physical Education Review

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In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content in a way that facilitates learning. This study aimed to describe the development of the content in PE in preschool. Participants in the study were 11 preschool teachers. Data were collected using systematic observations. Specifically, a modified version of the Task Structure System was used to observe three 40-minute lessons for each teacher. Data were analyzed using descriptive statistics. Findings revealed that cognitive, informing, and extending tasks were observed much more frequently than applying tasks, whereas refining tasks were observed the least. Implications for teacher education programs are discussed.

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Moving between theory and practice: preparing early childhood pre-service teachers for teaching physical education

Cited by 24 publications

References 24 publications

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Improving Student Classroom Teachers’ Content Organization Skills Through Practicum

Development and Preliminary Validation of the Physical Education-Study Process Questionnaire : Insights for Physical Education University Students

An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

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