Having a disability and being a teacher can be a critical site for examining practices associated with ability, competence, and pedagogy. While there is a growing literature base that examines the experiences of students with disabilities in physical education, there is virtually no research that examines the experiences of physical education teachers with disabilities. Using the capability approach, this article explores the experiences of a physical education teaching intern with a physical disability, significant school members, and the students he interacted with through interviews and documents. The results yielded 3 primary themes. The first, "the fluid nature of the disability discourse," demonstrated the complexity of disability and explored the contrast between static tendencies that stereotype disability and the disability experience. The second theme, "doing things my way," reflected the intern’s need to distinguish himself as a teacher by defining contexts for experiencing competence. The third and final theme, "agent of change," explored how the intern’s experiences as a teacher with a disability informed his educational narrative.
Michelle A. Grenier, Andrew Horrell and Bryan Genovese
Matthew D. Curtner-Smith
Much research on physical education preservice teachers’ (PTs) perceptions of effective teaching during early field experiences (EFEs) or student teaching has indicated a concern for keeping pupils well-behaved, busy, and happy (e.g., Placek, 1983). The purpose of this study was to determine the impact of an EFE, combined with a methods course developed from the knowledge base on effective teaching, on PT conceptions of the teaching-learning process. Data were collected using the critical incident technique (Flanagan, 1954) and a reflective questionnaire (O’Sullivan & Tsangaridou, 1992). PT responses were analyzed by employing Goetz and LeCompte’s (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on teaching technique, and believed that knowledge of sports and games was a vital component of teacher effectiveness, frequently mentioning that they were lacking in this area.
Stephen M. Roth
Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.
Reginald T.A. Ocansey
This article describes a systematic approach (an Effective Supervision Guide) for organizing data generated during student teaching. The Effective Supervision Guide (ESG) allows supervisors and student teachers to identify and/or trace changes in teaching performance. The ESG involves (a) establishing a baseline of teaching performance, (b) selecting behaviors that need remediation or maintenance, (c) specifying strategies for remediation and maintenance of targeted behaviors, (d) establishing performance criteria for targeted behaviors, and (e) indicating beginning and ending dates for targeted behaviors.
Melinda A. Solmon
( Ennis, 2014 ), and they enter teacher education programs with the intention of replicating the existing instructional practice. A traditional sport-based multiactivity approach to teaching physical education, especially in secondary school settings, is at the heart of the dissonance between what and how
Lijuan Wang, Amy Sau-ching Ha and Xu Wen
This research primarily aimed to examine the compatibility of teaching perspectives of teachers with the Physical Education (PE) curriculum in China. The Teaching Perspective Inventory (Pratt, 1998) was used to collect data from 272 PE teachers. Descriptive statistics, MANOVAs, and correlational procedures were used for quantitative data analysis. Results indicated that PE teachers had a common pattern of a single dominant teaching perspective. Student personal growth was addressed but less attention was given to changes in society and learners’ thinking. The findings suggest that the teachers’ perspectives may be incompatible with the focus of the current Chinese PE curriculum. Furthermore, the significant correlations among the teaching perspectives reflect the interdependence of these viewpoints. As a result, teachers’ perspectives on teaching need to be considered thoroughly when PE reformers attempt to modify the curricula. Finally, gender, years of teaching experience, and teaching level were the factors associated with the variation in teaching perspectives. However, academic degree and sampling methods (convenient sampling and random sampling) were not.
Barrie Gordon and Stephanie Doyle
The transfer of learning from the gym to other areas of participants’ lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however, uncertain. The research findings are mixed both in the commitment to transfer of learning and the level of success that has been achieved. The interest in transfer of learning is not restricted to the area of the Teaching Personal and Social Responsibility Model or physical education and sport in general, but is an area of strong academic interest with a long history of research and debate. This article draws on the knowledge and understandings of transfer of learning from this wider literature to explore ways in which to help facilitate transfer of learning for practitioners of the Teaching Personal and Social Responsibility Model.
Timo Jaakkola and Anthony Watt
The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded to an electronic questionnaire accessed through a link delivered to them by e-mail. The instrument included background information items (gender, teaching experience, education, school level, mean class size) and questions pertaining to ‘teacher use’ and ‘perceived benefits to students’ of the various teaching styles. The results of the study revealed that teachers used the command and practice styles of teaching most frequently and the self-check and convergent discovery styles least frequently. The trend was to use more teacher-centered than student-centered styles. The teachers perceived the practice and divergent production styles as most and the reciprocal and convergent discovery styles as least beneficial for their students.
Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John and Katherine B. Gunter
of CBPA breaks. 21 Factors found to influence CBPA implementation included (1) access to CBPA tools, 22 (2) implementation self-efficacy, 22 – 24 (3) participation in professional development, 22 – 24 (4) teaching experience, 25 (5) school operating conditions (eg, academic expectations and
Melanie Vetter, Helen O’Connor, Nicholas O’Dwyer and Rhonda Orr
maximum dose to suit the school-day routine. TT skills were assessed using a 36-item TT test designed by a researcher (M.V.) and the teaching team based on the state curriculum guidelines for stage-2 mathematics. 27 The classroom teachers chose the numbers 3 and 9 (first term) and 4 and 8 (second term