TITLE

Effect of Self-Management on Preservice Teachers' Performance During a Field Experience in Physical Education

AUTHOR(S)
Eldar, Eitan
PUB. DATE
July 1990
SOURCE
Journal of Teaching in Physical Education;Jul1990, Vol. 9 Issue 4, p307
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The effects of a self-management program on preservice teachers' performance were examined. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of four subjects were coded by trained observers using the Academic Learning Time-Physical Education Observation System (ALT-PE). Each teacher's verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controlled in order to assess self-management efficacy. Results indicated that teachers can acquire self-management skills as they do other teaching skills during their preservice education. A multiple-baseline design across behaviors and a reversal design showed that all subjects changed their teaching behaviors effectively and met the field experience criteria.
ACCESSION #
20751830

 

Related Articles

  • Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program. Graham, Kathy C.; Hohn, Richard C.; Werner, Peter H.; Woods, Amelia M. // Journal of Teaching in Physical Education;Jan1993, Vol. 12 Issue 2, p161 

    The article presents a study that compares conceptions of teaching among individuals associated with a university physical education teacher education program. Students, student teachers, and teachers were observed to reveal that teaching conceptions among the students differed significantly...

  • Concerns of Preservice Physical Education Teachers Participating in an Early Field Experience. Young, Shawna // Physical Educator;Spring2012, Vol. 69 Issue 2, p119 

    The purpose of this study was to examine the frequency of concerns by type (self task, and impact) of preservice physical education teachers participating in an early field experience. Participants (n = 52) taught three physical education lessons in a junior high school. Following each teaching...

  • Using Pedagogical Reflective Strategies to Enhance Reflection Among Preservice Physical Education Teachers. Tsangaridou, Niki; O'Sullivan, Mary // Journal of Teaching in Physical Education;Oct1994, Vol. 14 Issue 1, p13 

    The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert, 1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on...

  • New Perspectives for Teaching Physical Education: Preservice Teachers' Reflections on Outdoor and Adventure Education. Timken, Gay L.; McNamee, Jeff // Journal of Teaching in Physical Education;Jan2012, Vol. 31 Issue 1, p21 

    The purpose of this study was to gauge preservice physical education teachers' perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years...

  • Investigating PETE Majors' Perceptions of Lesson Study as a Capstone Experience. Cluphf, David; Lux, Karen; Scott, Victoria // Physical Educator;Fall2012, Vol. 69 Issue 3, p228 

    Background: Lesson Study is a collaborative form of planning and reflecting in which teachers research, plan, implement, and revise lessons with a focus on student learning. Purpose: The purpose of the study was to investigate three Physical Education Teacher Education (PETE) majors' perceptions...

  • Students' and Staff's Opinions about the Reflective Practice Process Implemented in a Preservice Physical Education Teacher Programme. Cloes, Marc; Mouton, Alexandre // Asian Journal of Exercise & Sports Science;Jun2012, Vol. 9 Issue 1, p67 

    Teachers' reflection is considered as a determining factor in physical education teacher education (PETE), Despite the emphasis that is provided to this approach, it is noteworthy that it is not proposed systematically in higher education. A specific unit focusing on reflective practice was...

  • Exploring the Process of Conceptual Change of Pre-Service Teachers in a Physical Education Teacher Preparation Program. Hushman, Glenn; Napper-Owen, Gloria; Hushman, Carolyn // Teacher Education Quarterly;Spring2013, Vol. 40 Issue 2, p109 

    The article discusses the process involved in the change in the perceptions of pre-service teachers enrolled in a physical education teacher preparation program. Topics covered include the education of pre-service teachers on pedagogical strategies, efforts to address ineffective techniques in...

  • Pre-service Teacher Education Hours Are they enough? Triegaardt, Kim // Physical Educator - Journal of Physical Education New Zealand;Aug2007, Vol. 40 Issue 2, p7 

    The article focuses on the lack of time given for physical education at the primary school level. Lecturer Anne Kingsley of Massey University and Kirsten Petrie of the University of Waikato both note how little time student teachers are expected to spend learning about physical education, which...

  • Physical Education Practicum Experiences. Hickson, Clive; Fishburne, Graham; Saby, Colin; Berg, Stephen // International Journal of Learning;2006, Vol. 13 Issue 5, p9 

    Recent years have seen the trend of elementary school physical education programs being delivered by generalist trained, classroom teachers (Thompson et al. 2001). In light of this loss of specialist knowledge and the understanding that the early years are a sensitive time for children to...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sign out of this library

Other Topics