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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.

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Melinda A. Solmon, Terry Worthy, Amelia M. Lee, and Jo A. Carter

This investigation examined the teaching perspectives of student teachers and described the interplay between their role identities and teaching contexts. Principal findings were (a) investigators were able to describe definable characteristics of teacher role identity and assess the relative strength of the role based on clarity of teacher image and level of confidence, (b) interaction patterns were observable and varied according to individual teacher and context, (c) subjects with stronger TRIs were able to negotiate for and closely approximate a real teaching role by implementing their own style, and (d) subjects with weaker TRIs relied heavily on their cooperating teachers by mimicking their teaching styles and routines. In conclusion, the findings of this study support the view of the prospective teacher as an active agent in controlling the direction of biography and social structure in the socialization process.

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Melinda A. Solmon, Terry Worthy, and Jo A. Carter

The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

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John R. Todorovich

Social constructivists posit that learning involves social interactions among individuals in a given place and time. Since teachers play a significant role in how social interactions are developed and determined in the school classroom, it is important to learn how teachers make decisions about their teaching behaviors and interactions with their students. Because extreme ego orientations have been shown to have a mediating effect on performance behavior in achievement settings, the purpose of this study was to investigate the potential mediating effect of an extreme ego orientation on preservice teachers’ perspectives on teaching physical education. Data collection consisted of two formal interviews, several informal interviews, and observations of the participants’ teaching. Five themes reflecting the teaching perspectives held by the participants emerged from the data: (a) teachers must maintain control and manage their classes, (b) the best students should be singled out, (c) physical education is an isolated subject area, (c) physical education and athletics are inherently linked, and (d) because only the best can do physical education well, teachers must grade on effort. Findings demonstrate how extreme ego orientations were actualized in preservice teachers’ perspectives of teaching.

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Brendon P. Hyndman and Stephen Harvey

included the PSTs mentioning that Twitter could aid in providing quick access to on-the-spot PD, serve as a resource to equip improvements in teaching effectiveness, have added digital learning benefits, and enhance the development of teaching perspectives “by inspiring lesson ideas and pedagogy” (themes

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Yaohui He, Phillip Ward, and Xiaozan Wang

:// dards.pdf Wang , L. ( 2014 ). Teaching perspectives of pre-service physical education teachers: The Shanghai experience . Physical Education and Sport Pedagogy, 19 , 451 – 465 . doi:10.1080/17408989.2013.769505 10.1080/17408989.2013.769505 Ward , P

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K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton, and Angela Simonton

gave her some ideas about how the program could be improved from a teaching perspective” (FG2). After teaching activity classes for the first year, they were given an opportunity to teach lecture courses. Angela acknowledged, “we have heard that master’s students never get lecture opportunities. I feel

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Phillip Ward, Yaohui He, Xiaozan Wang, and Weidong Li

knowledge . Journal of Teaching in Physical Education, 19 ( 4 ), 476 – 486 . doi:10.1123/jtpe.19.4.476 10.1123/jtpe.19.4.476 Wang , L. ( 2014 ). Teaching perspectives of preservice physical education teachers: The Shanghai experience . Physical Education and Sport Pedagogy, 19 , 451 – 465 . doi

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Matthew D. Curtner-Smith, Gary D. Kinchin, Peter A. Hastie, Jamie J. Brunsdon, and Oleg A. Sinelnikov

facilitate a non-teaching perspective ( Prior & Curtner-Smith, 2020a , 2020b ) or teachers watering down the SE model even when they work in favorable conditions and cultures ( Curtner-Smith et al., 2008 ). As presented in Table  1 , however, all the teachers in this study began PETE with teaching

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Yaohui He, Phillip Ward, Xiaozan Wang, and Guang Yang

knowledge acquisition in physical education: Evidence from knowing and performing by majors and nonmajors . Journal of Teaching in Physical Education, 38 ( 3 ), 221 – 232 . Wang L. ( 2014 ). Teaching perspectives of pre-service physical education teachers: The Shanghai experience . Physical