Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units

Abstract

The purpose of this study was to examine the influence of one component of physical education teacher education on preservice teachers' (PTs) use of Mosston's (1981) spectrum of teaching styles within an early field experience (EFE). Participants were two PTs who were trained to use the spectrum within a methods course and team/turn-taught multi-activity (MA) and sport education (SE) units during the EFE. Units were filmed and coded with the Instrument for Identifying Teaching Styles. Lesson-by-lesson profiles of teaching style use within each unit were plotted. Descriptive statistics were computed across lessons for both units. Comparisons of total teaching style use during the two units were made by employing independent t-tests. The pattern of teaching style use employed by the PTs during both units was virtually identical. This pattern was largely congruent with the requirements of the MA model but did not match the requirements of the SE model.

Editorial: Em defesa da língua portuguesa

“…For example, Hastie (41) noted a gender stereotype socialisation with boys dominating power roles and having more opportunities to respond in the competition phase of a Floor Hockey season. Parker and Curtner-Smith's (83) study of pre-service teachers' (PSTs) implementation of SE found the prevalence of hegemonic masculinity. While the more physically able and aggressive boys dominated those who were smaller, less physically gifted and timid, some girls, and less able boys showed conformity to peripheral participation, similarly to that referred to by Tousignant and Siedentop (110) as 'competent bystanding'.…”

“…More importantly, in some cases, the PSTs themselves have inadvertently supported and reinforced hegemonic masculinity and sexism (83) . Such 'forces' exerted a negative influence in equity and inclusion achievement…”

“…showing that the pedagogical structures of SE, by itself, may not suffice to correct, overcome and modify some stereotypical styles (83) . Indeed, several authors claimed that although SE's pedagogical structures are highly favourable to facilitate inclusion, the teachers should be sensible to this goals and actively 'put structures in place' (e.g., 'formal' engagement in shared discussion, developmentally appropriate game play, positive leadership) in order to capitalize the inclusive opportunities contained in the model (25,113) .…”

“I just remember rugby”: Re-membering Physical Education as More Than a Sport

“…In this way, skills, tactics, and strategies were linked and extended (cf. Parker & Curtner-Smith, 2012), rather than the opportunity to try skills out in a game, which boys cited in the previous subtheme. The boys' memories in this subtheme center on what they learned in relation to sports and were often in contrast to the memories of just doing games.…”

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“…The Spectrum continues to exert influence and provide an important theoretical basis in PE teacher education (PETE) programs (Parker and Curtner-Smith, 2012), becoming a versatile tool through which teachers can express their creativity and individuality (Goldberger et al, 2012). This fact, coupled with the growing recognition of the constructivist nature of learning and the diversity of student learning styles, highlights the need for teachers to use different TS (Kulinna and Cothran, 2003), both in their initial training and throughout their careers (Blasco, Romer, Mengual, Fernández-Revelles, Delgado and Vega, 2011).…”