Negotiations Between Preservice Classroom Teachers and Students During a Physical Education Early Field Experience

Abstract

Purpose: To describe the patterns of negotiation engaged in by preservice classroom teachers (PCTs) and their students during a physical education early field experience. Method: The participants were 16 PCTs enrolled in the early field experience. They taught a variety of content within six lessons to second- and fourth-grade students. Data were collected using six qualitative methods and analyzed using analytic induction and constant comparison. Results/Conclusions: Seven PCTs were relatively effective negotiators, whereas nine PCTs were relatively ineffective. The PCTs’ negotiation skills were influenced by their comfort with physical education, pedagogical knowledge, content knowledge, and pedagogical content knowledge. The negotiations initiated by the PCTs and their students were similar to those described in previous studies. The type and amount of student-initiated negotiation was influenced by their gender, age, skill level, and content taught. The implications for preparing PCTs to teach physical education are discussed.

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

“…Nevertheless, a “more PE methods and content courses” approach in teacher preparation programs is not enough (Tsangaridou, 2012). Both methods and content courses need to be combined with well-structured and well-supervised teaching experiences, which may help PCTs familiarize themselves with the realities of school life (Ní Chróinín and O’Sullivan, 2016; O’Sullivan, 2003; Tsangaridou, 2012) and help them develop important pedagogical skills (McEntyre et al, 2020). Undoubtedly, the above-mentioned process needs to be weighed up against the everyday workload of schools.…”

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

“…Even though the CL model could be more theoretically and professionally effective, PE in-service teachers rarely adopt this approach during practical training sessions. Moreover, the DI option is premised on the concept that in-service teachers will have the opportunity to provide preliminary evaluations of their own efficacy [30] through observation under the supervision of an experienced teacher. Despite influencing the transformation and replication of PE work practices and knowledge through conceived experiences [31][32][33], DI instruction may not always be the right choice to help students express their self-efficacy and accomplishment.…”

“…Furthermore, little research has been conducted to develop scaffolding techniques to facilitate the acquisition of PCK, teaching abilities, and self-efficacy by in-service teachers in CL settings. Regarding social development, teachers' importance should be considered [30]. This study aims to determine if CL environments affect selfefficacy perceptions among PE in-service teachers.…”