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Teacher Development in First-Year Physical Educators: A Comparison of Effectiveness Among Different Physical Education Teacher Education Backgrounds

in Journal of Teaching in Physical Education
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  • 1 Judson University
  • | 2 University of Illinois
  • | 3 Arizona State University Mary Lou Fulton Teachers College
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This study evaluated the teaching effectiveness of six first-year physical educators, three Southwestern and three Midwestern graduates, employing different curricular approaches.


Utilizing surveys, interviews, questionnaires, and systematic observations, data were analyzed through a framework of seven essential teaching tasks (Rink, 2002).


Data indicated overall mean scores of 34% motor appropriate activity with Academic Learning Time-Physical Education (ALT-PE) and a rating of 70.37 on the Qualitative Measures of Teacher Performance Scale (QMTPS). Notable contrasts included higher mean scores for Southwest participants for motor-appropriate and motor-inappropriate activity. Midwest participants devoted more time to game situations, management, and social behavior. For QMTPS, Southwest means were higher in every category. Qualitative themes produced similarities in teaching philosophy, fidelity to preservice training, and perceived value of reflective practices. Contrasts existed in curricular emphases and approaches to classroom management.


Characteristics of effective teaching were demonstrated by all participants regardless of curricular emphasis.

Ensign is with the Department of Exercise and Sport Science, Judson University, Elgin, IL. Woods is with the Department of Kinesiology, University of Illinois, Urbana, IL. Hodges Kulinna is with the Department of Secondary and Physical Education, Arizona State University Mary Lou Fulton Teachers College, Mesa, AZ.

Address author correspondence to Julene M. Ensign at jensign@judsonu.edu.
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