Purpose: To examine a district Online Physical Education (OLPE) course and determine the degree to which its design aligns with the National Association for Sport and Physical Education Initial Guidelines for OLPE (2007). Method: A thorough document analysis of the course website and student and teacher online surveys provided a detailed description of the course design and illustrated the degree of design alignment. Results: There was a strong alignment with eight of the 10 guidelines and a moderate alignment with two of the 10 guidelines. Discussion/Conclusion: Results contribute to the overall knowledge base of district OLPE programs and set the stage for future research. Revisions to the guidelines along with additional data collection measures are recommended to better capture evidence of alignment to promote quality teaching and learning in OLPE environments.
Margaret T. Harris and Mike Metzler
Ben Dyson, Pamela Kulinna and Mike Metzler
Bryan McCullick, Mike Metzler, Seref Cicek, Josephine Jackson and Brad Vickers
An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers—the student teachers (STs). Finding out what students think, know, and feel about STs’ teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students’ perspectives of STs’ effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students’ ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students’ perspectives of the STs’ performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs’ competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs’ performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.