physical education in the United States and many other western countries influenced by the United Kingdom, teaching methods courses are often the only pedagogical knowledge emphasized courses offered ( Phelps & Keating, 2020 ; Oliver et al., 2013 ; Standal & Moe, 2013 ; , Rink et al., 1994 ). Several
Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang
TO OUR READERS: An error appeared in the following article: Wu, F., Phelps, A., Hodges, M., Zhang, X., Keating, X.D., & Zhang, Y. (2022). Preparing preservice teachers via teaching methods courses: A literature review. Journal of Teaching in Physical Education , 41 (2), 322–331. https
Peter F. Bodary and M. Melissa Gross
Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.
Beatriz Muros Ruiz and Juan-Miguel Fernández-Balboa
Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.
Erika M. Pliner, April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin
will quantify student engagement by teaching method (lecture, classroom activities, and laboratory tours). Findings from this work will characterize the effects of student-specific content on student engagement and provide insight on student engagement across teaching methods. Methods Participants
Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre
& Murphy, 2008 ). Of interest were three key findings: (a) trust and respect was quickly experienced by participants, (b) equity within the relationship created collegiality, and (c) technology barriers limited effective teaching methods. Establishment of Trust and Respect Mentees quickly experienced
Chad M. Killian, Christopher J. Kinder, and Amelia Mays Woods
using technology. The convenience of online instruction may also be appealing to physical educators who wish to offer blended or fully online courses as electives for high school students who have completed district requirements. Teaching methods have recently emerged that combine online
Qiao Zhu, Hejun Shen, and Ang Chen
preservice physical education teachers’ value orientations. The Value Orientations Value orientations refer to beliefs of educational priorities from which teachers engage in content selection, teaching methods adoption, learning goal conceptualization, and assessment decision at both philosophical and
Judith E. Rink, Karen French, Amelia M. Lee, Melinda A. Solmon, and Susan K. Lynn
Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
Emily M. Jones, Jun-hyung Baek, and James D. Wyant
The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.
Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.
Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.
Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.