ERIC Number: EJ855089
Record Type: Journal
Publication Date: 2009
Reference Count: 8
Journals and Program Assessment
Cluphf, David J.; Lox, Curt L.
Assessment Update, v21 n4 p5-7, 14 Jul-Aug 2009
The purpose of this study was to use journal feedback from student teachers to understand and document how well the Physical Education-Teacher Education (PETE) program prepares teacher candidates in relation to the three primary goals of the PETE program. Analysis of the journals revealed areas of merit and concern for the PETE faculty. The most consistent message of concern was that student teachers were not satisfied with their knowledge and skill in handling students' disruptive behaviors. This concern was more prevalent in the secondary placement than in the elementary placement. Their concerns included not knowing why disruptive or noncompliant students acted as they did, communicating with parents regarding misbehavior, handling misbehaviors and defiance, and motivating the unmotivated. Previous research has identified disruptive student behaviors, lack of classroom control, and poor management as significant concerns and obstacles to effective instruction.
Descriptors: Student Teachers, Physical Education, Preservice Teacher Education, Student Teacher Attitudes, Feedback (Response), Student Journals, Teaching Skills, Classroom Techniques, Student Behavior, Behavior Problems, Interpersonal Relationship, Teacher Education Programs, Program Evaluation, Elementary Education, Secondary Education
Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois; Missouri