Influence of a Training Program on Preservice Teachers’ Ability to Negotiate With Students

in Journal of Teaching in Physical Education

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Zachary Wahl-AlexanderNorthern Illinois University

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Matthew D. Curtner-SmithThe University of Alabama

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Oleg A. SinelnikovThe University of Alabama

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DOI:
https://doi.org/10.1123/jtpe.2017-0172
Keywords:
negotiated curriculum; preservice teachers; sport education
In Print:
Volume 37: Issue 2
Page Range:
144–153
Restricted access

Purpose: Previous research has indicated that preservice teachers (PTs) and students take part in negotiations during the instructional process which can significantly impact the nature and quality of instruction. The purpose of this study was to examine the influence of a training program on the ability of PTs to negotiate while teaching lessons in multi-activity (MA) and sport education (SE) units. Methods: Participants were 13 PTs enrolled in a middle school early field experience (EFE). They taught 13-lesson MA and SE soccer units to 94 students aged 10 to 13 years. The training program included a two-session workshop prior to the EFE and multiple follow-up observations with feedback throughout the EFE. Data were collected by utilizing seven qualitative techniques and analyzed using analytic induction and constant comparison. Results and Conclusions: The key finding was that the training program was effective in that it enhanced PTs’ ability to negotiate with their students. In addition, the study provided more evidence indicating that different patterns of negotiations take place within MA and SE units and that generally negotiating within SE is a more positive experience for teachers and students.

Wahl-Alexander is with the Department of Kinesiology and Physical Education, College of Education, Northern Illinois University, DeKalb, IL. Curtner-Smith and Sinelnikov are with the Department of Kinesiology, The University of Alabama, Tuscaloosa, AL.

Address author correspondence to Zachary Wahl-Alexander at zachwahl18@gmail.com.
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