progressive when the study was conducted. Traditionalists’ key goals and objectives for the subject were relatively narrow and reflected a disciplinary mastery value orientation ( Jewett, 1994 ). Specifically, they focused on improving their charges’ “sports skills,” helping them become “more active,” and
Search Results
Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers
Chan Woong Park and Matthew D. Curtner-Smith
An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit
Andy Vasily, Tim Fletcher, Doug Gleddie, and Déirdre Ní Chróinín
philosophy or value orientation ( Ennis 1992, 1994 ) was already infused with ideas related to meaningfulness. Andy’s personal vision was close enough to the core components of Meaningful PE for him to interpret and “make his own” of it during implementation. This understanding is important when considering
“Skinny Little Mexican Kid”: Life History of a Latino Immigrant Preservice Physical Education Teacher
Karen Lux Gaudreault, Martin Vasquez, Christopher Mellor, Emily Mason, and Adriana Lucero
acculturation that many future physical educators develop their value orientations. Value orientations can be conceived as on a continuum that describes PTs as having a coaching orientation, a teaching orientation, or anywhere between the two value systems. The coaching orientated PT enters into the field of PE
Adapted Physical Activity Professionals in Rehabilitation: An Explorative Study in the Norwegian Context
Øyvind F. Standal, Tor Erik H. Nyquist, and Hanne H. Mong
talking about a “resource orientation” can be considered as expressions of a knowledge base. It might more appropriately be seen as an attitude or a value orientation. However, two issues came up in this regard during the interviews. First, one of the sports pedagogues stated that the knowledge base
Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review
Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang
field-based methods course: The development of pedagogical content knowledge United States ✓ ✓ Sebren ( 1995 ) Preservice teachers’ reflections and knowledge development in a field-based elementary physical education methods course United States ✓ ✓ Solmon and Ashy ( 1995 ) Value orientations of
Influence of Negotiations on Preservice Teachers’ Instruction Within the Skill Themes Approach Unit
Zachary Wahl-Alexander and Matthew D. Curtner-Smith
approach ( Graham, Holt/Hale, & Parker, 2013 ). In addition, PTs learned how to write unit and lesson plans in the elementary context, and were encouraged to reflect on how their value orientations ( Curtner-Smith, Baxter, & May, 2018 ) influenced their perspectives about elementary physical education
Chapter 3: Recruitment and Retention in PETE: Foundations in Occupational Socialization Theory
K. Andrew R. Richards and Thomas J. Templin
, S. , & Curtner-Smith , M. ( 2010 ). Development of preservice teachers’ value orientations during a secondary methods course and early field experience . Sport, Education and Society, 15 , 347 – 365 . doi:10.1080/13573322.2010.493314 10.1080/13573322.2010.493314 Southwell , K.H. , Whiteman
Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies
Anne M. Merrem and Matthew D. Curtner-Smith
Heidi and Lisa’s Perspectives and Practices PE Both faculty members had similar and relatively conservative ideas about the purposes of school PE which were congruent with Jewett’s ( 1994 ) disciplinary mastery value orientation. These were that young children should learn fundamental movement skills
What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?
Craig Parkes and Michael A. Hemphill
://www.shapeamerica.org/standards/guidelines/upload/SA-NAKHE_Student%20_Recruitment_Position_Statement.pdf Sofo , S. , & Curtner-Smith , M.D. ( 2010 ). Development of preservice teachers’ value orientations during a secondary methods course and early field experience . Sport, Education and Society, 15, 347 – 365 . doi:10.1080/13573322.2010.493314 10
Reconceptualizing Physical Education Curricula to Meet the Needs of All Students
Melinda A. Solmon
most impassioned efforts relate to meeting the needs of all children in physical education classes. In the 1990s, building on her work on teachers’ value orientations and how they acted to enhance or constrain curricular decisions that affected what and how students learned, Ennis began working with
