TITLE

The Impact of an Early Field Experience on Preservice Physical Education Teachers' Conceptions of Teaching

AUTHOR(S)
Curtner-Smith, Matthew D.
PUB. DATE
January 1996
SOURCE
Journal of Teaching in Physical Education;Jan1996, Vol. 15 Issue 2, p224
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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 LcCompte's (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on leaching 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.
ACCESSION #
20752027

 

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