NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059762
Record Type: Journal
Publication Date: 2014
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0031-8981
Pre-Service Teachers Observations of Experienced Teachers
Jenkins, Jayne M.
Physical Educator, v71 n2 2014
Assigning pre-service teachers to observe experienced teachers is a common practice in teacher preparation programs. The purpose of this study was to identify what physical education pre-service teachers observe when watching an experienced teacher. While enrolled in a methods of teaching physical education course and engaged in their second practicum experience, pre-service teachers (n = 17) observed multiple lessons taught by experienced physical education teachers and took observation notes. Based on Cochran, DeRuiter, and Kings (1993) model of teacher knowledge, three themes emerged from the observations: (a) pedagogy, (b) pedagogy and students, and (c) pedagogy, students, and subject matter. Physical education teacher education programs may help pre-service teachers establish pedagogies early so they can focus on students learning content as soon as possible in the early field experience. Additionally, enhancing pre-service teachers content knowledge prior to scheduled observations of experienced teachers could help these novices move quickly from focusing on pedagogies to focusing on students learning subject matter content.
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A