Chapter 8: Assessing a PETE Program Through the Eyes of Cooperating Teachers
- Chapter 1: Researching the Adoption of Model-Based Instruction–Context and Chapter Summaries. Gurvitch, Rachel; Lund, Jacalyn L.; Metzler, Michael W. // Journal of Teaching in Physical Education;Oct2008, Vol. 27 Issue 4, p449
The article discusses the study that examines the role of model-based instruction (MBI) in a physical education teacher education (PETE) in the U.S. The current study examines the impact and adoption of MBI assessed by the Georgia State University (GSU) which attempts to determine the impact of...
- Chapter 3: Subjects, Data Sources, Methods, and Data Analysis for the PETEAP. Metzler, Michael W.; Tjeerdsma, Bonnie L. // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p411
Presents the data sources used to collect assessment evidence in the Physical Education Teacher Education (PETE) at Georgia State University in Atlanta. Sources of the data; Instruments for analyzing PETE program coherency; Difficulty of the program assessment.
- Chapter 4: Contextual Analysis of the GSU PETE Program. Metzler, Michael W.; Tjeerdsma, Bonnie L.; Walker, Theresa M. // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p431
Focuses on the contextual analysis of the Physical Education Teacher Education (PETE) at Georgia State University in Atlanta. Profile of a PETE student in the university; Factors attributing to the design, structure and operation of the PETE program; Content of a preservice teacher program.
- Chapter 9: An Approach to Program Assessment: Locating Indicators of a Coherent Program. Mitchell, Murray // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p522
Presents an approach to the assessment of the Physical Education Teacher Education program in Atlanta, Georgia. Application of the approach at the Georgia State University; Value of examining coherence for effectiveness in program evaluation; Correlation between program goals and societal needs.
- Chapter 11: Ending Back at the beginning: Some Reflections on PETE Assessment. Metzler, Michael W.; Tjeerdma, Bonnie L. // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p543
Focuses on the progress of the Physical Education Teacher Education Assessment Project at Georgia State University in Atlanta. Way to provide feedback on the program; Learning experience in assessing teacher education programs; Benefits associated with program assessments.
- Chapter 7: Assessing Pedagogical Knowledge. Metzler, Michael W.; Tjeerdsman, Bonnie L.; Mozen, Diana M. // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p487
Examines the pedagogical knowledge of student teachers in accordance with the National Standards for Beginning Physical Education Teachers. Scope of the general pedagogical knowledge; Evidence of the pedagogical knowledge of students in class management and interaction with learners; Standards...
- Student teachers: Incidents that lead them to confirm or question their career choice. Jones, Rhys // Physical Educator;Early Winter92, Vol. 49 Issue 4, p205
Studies incidents that lead physical education student teachers to re-evaluate their career choice. Influence of teaching practice experience on student teachers; Call for the improvement of student teaching practices; Evaluation of student teaching.
- Systematic observation training for preservice physical education teachers. Behets, Daniel // Physical Educator;Spring93, Vol. 50 Issue 2, p87
Studies observation training for physical education student teachers in the United States. Observation systems used in the study; Observations of student teachers before and after an observation training period; Focus of attention of student teachers; Differences in observed behavior.
- Clinical Setting for Future Physical Education Professionals. Mathias, Kirk // Teaching Elementary Physical Education;Jan99, Vol. 10 Issue 1, p38
Focuses on a program providing practical settings for physical educators in Arizona. Motive for setting up the program; Composition of the program; Opportunities received by student teachers.