The Impact of Planning on Inclass Interactive Behaviors of Preservice Teachers

Twardy, Bernadette M.; Yerg, Beverly J.
January 1987
Journal of Teaching in Physical Education;Jan1987, Vol. 6 Issue 2, p136
Academic Journal
This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-nun lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject implemented his or her lesson. Teacher and learner behavior was live-coded by three trained observers using Birdwell's Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior and learner behavior. The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners.


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