ERIC Number: ED395918
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Preservice Teaching in Controlled and Natural Settings Prior to Student Teaching in Physical Education.
Everhart, Brett; And Others
The purpose of this study was to compare the teaching of preservice teachers in both a controlled and a natural setting prior to student teaching. Data were collected on single lessons of each subject (n=14) who taught in a peer teaching microlesson and a lesson within units taught at a local high school. Subject matter was controlled so that each subject taught similar units in both settings and the time within the unit was similar (i.e., 2nd lesson within the unit). Dependent variables were three teaching behaviors and two student outcomes: rates per minute of corrective feedback, percent management time, rates per minute of instructional sequences, percent motor appropriate (ALT-PE), and percent waiting time. Data were collected via a computerized systematic observation instrument designed to collect real-time information (frequency, duration, rates per minute, etc.) on teaching and learning in physical education. Interobserver agreement was established by training the observer in an 8-week program in which reliability of at least 80 percent was required for three successive viewings of videotaped lessons. A dependent t-test was calculated to determine the differences between the mean differences of variables between settings. Percent management time was the only variable found significantly different. In addition, subjects wrote summaries of perceived comparisons of teaching in the two settings, and methods of content comparison were used to analyze the qualitative data. Results indicated the controlled setting prepared the preservice teachers for the natural setting, but that the natural setting produced more unexpected variables within the context affecting management time. (Contains 28 references.) (Author/ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).