Patterns of Preservice Teacher–Student Negotiation Within the Teaching Personal and Social Responsibility Model

in Journal of Teaching in Physical Education
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  • 1 Tarleton State University
  • 2 The University of Alabama
  • 3 University of Illinois at Urbana-Champaign
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Purpose: The purpose of this study was to describe the patterns of teacher–student negotiation that occurred when preservice teachers (PTs) taught within the teaching personal and social responsibility (TPSR) model. Method: The participants were seven PTs enrolled in an elementary early field experience. They taught three to four mini-units of TPSR. Seven qualitative techniques were employed to collect data, and standard interpretive techniques were used to analyze them. Results: Three general patterns of negotiation were identified. In the units taught by two of the PTs, the negotiations became more positive. For three of the PTs, the rates of negotiation were constant. In the units taught by the remaining two PTs, the negotiations became more negative. Key factors influencing the patterns of negotiation were PTs’ comprehension of and comfort with the TPSR model; class size; and students’ age, gender, and skill level. Conclusion: These findings may help faculty develop more nuanced and effective training for PTs learning to teach through TPSR.

McEntyre is with the School of Kinesiology, Tarleton State University, Stephenville, TX, USA. Curtner-Smith is with the Department of Kinesiology, The University of Alabama, Tuscaloosa, AL, USA. Richards is with the Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL, USA.

McEntyre (mcentyre@tarleton.edu) is corresponding author.
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