Teachers are regularly exposed to a number of new and innovative technologies, ideas, philosophies, systems, and experiences from the time they enter teacher education to the time they leave the profession. A predictable result of this increased exposure is that teachers are regularly faced with decisions about whether to incorporate one or more…

Although some "learning to teach" research was found to address the preservice training process within the general education settings and for a specific model (i.e., tactical games) with physical education teacher education (PETE) students, no research was found that addressed the notion of student teachers "learning to teach" using model-based…

The series of studies in this monograph examined the adoption of model-based instruction (MBI) as an innovative approach to teaching physical education. This innovation must be learned and used by preservice teachers, and then ultimately accepted by pupils in schools where student teachers plan for and implement MBI. Decisions by student teachers…

This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and…

Previous chapters in this monograph have reported on a series of research studies that examined the adoption of an instructional innovation, model-based instruction (MBI), by teachers in three stages of career development: preservice/student teachers (STs), induction teachers (ITs), and experienced/cooperating teachers (CTs). All the teachers were…

The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in…

A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. "Psychological Review", 84, 191-215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum…

We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the "outcomes question" [Cochran-Smith, M. (2003). Assessing assessment in teacher education. "Journal of Teacher…

Describes a development, research, and improvement framework for conducting comprehensive program assessment in physical-education teacher education (PETE). The framework includes questions that guide PETE faculty through program assessment to create customized plans. Data from observation instruments, qualitative techniques, and psychometric…