Pre-Service Elementary Generalist Teachers’ Past Experiences in Elementary Physical Education and Influence of These Experiences on Current Beliefs

Abstract

A lack of formal training in physical education leave pre-service generalist teachers little choice but to remember their past experiences for lesson ideas. Past experiences as elementary students may shape what and how pre-service generalists will teach. This study explored the past experiences of pre-service generalists teachers and the extent those experiences shape what they see as the purposes for elementary physical education. Findings indicate past experiences can influence current views. The implications for teacher education are discussed.

As Crenças De Graduandos Em Educação Física Sobre O Ensino Dos Esportes

“…Considerando as dificuldades e os êxitos de aprendizagem que os graduandos experimentam na fase escolar, parece que isso, depois, torna-os professores mais sensíveis, no sentido de perceber e compreender as necessidades e os problemas de aprendizagem de seus próprios alunos (MORGAN;HANSEN, 2008;RANDALL;MAEDA, 2010;VALTONEN et al, 2012).…”

“…Na formação inicial em Educação Física, as pesquisas estão direcionadas para examinar a natureza do conhecimento do professor, o processo de aprendizagem profissional, as crenças sobre o ensino e dos propósitos educacionais e o papel da escola na vida dos alunos (TSANGARIDOU, 2008;SOFO et al, 2012). De modo geral, os resultados têm sido obtidos a partir de métodos de pesquisa qualitativa, com a utilização de procedimentos que incluem entrevistas, questionários, observações de campo e diários reflexivos, indicando que as experiências educacionais vivenciadas antes do ingresso na universidade condicionam o percurso da formação de graduandos em Educação Física (TSANGARIDOU, 2008;KULINNA et al, 2010;RANDALL;MAEDA, 2010;SOFO et al, 2012;BERNSTEIN;HERMAN;LYSNIAK, 2013).…”

Becoming Physically Literate for Life: Embracing the Functions, Forms, Feelings and Flows of Alternative and Mainstream Physical Activity

“…As one moves across the continuum, the construct of knowledge shifts from something that is fixed and reproducible on the one side to something that is emergent on the other. Yet, this command-to-discovery spectrum (Mosston & Ashworth, 2001;Goldberger, Ashworth, Byra, 2012) as well as other pedagogical models that have been introduced to promote divergent and strategic thinking in Physical Education such as the "Teaching Games for Understanding" model (Bunker & Thorpe, 1986) which promotes the teaching of sport skills within the context of a modified, learnercentered game, have left little more than a dent in disrupting the dominance of a command-based pedagogy as they are met with much resistance on the part of physical education practitioners (Randall & Maeda, 2010;Forrest, Wright & Pearson, 2012).…”

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

“…They have been found to possess strong socially constructed beliefs about teaching and their teaching competencies already before they enter formal teacher preparation. These beliefs act as filters when acquiring and interpreting new information thus influencing what is learned during the formal teacher preparation (Capel & Katene, 2000;Curtner-Smith, 2001;Doolittle, Dodds, & Placek, 1993;Hutchinson, 1993;Lawson, 1983;Lortie, 1975;Matanin & Collier, 2003;Pajares, 1992;Placek, Dodds, Doolittle, Portman, Ratliffe & Pinkham, 1995;Randall & Maeda, 2010;Richardson, 2003).…”

“…School PE experiences, for instance in the form of memories of their previous PE teachers practices, can be strong and long-lasting (Randall & Maeda, 2010). Skilful and successful pupils are more likely to have positive PE experiences (Callea et al, 2008) linked to participating in teams, praise and experiences of success and competence (Pickup, 2005).…”