Pre-Service Teachers Observations of Experienced Teachers

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 e...

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Bibliographic Details
Published inThe Physical educator Vol. 71; no. 2; p. 303
Main Author Jenkins, Jayne M
Format Journal Article
LanguageEnglish
Published Urbana Sagamore Publishing LLC 22.03.2014
Sagamore Publishing
Subjects
Beginning teachers
Cooperating Teachers
Education
Evaluation
Experienced Teachers
Instruction
Learning
Methods Courses
Modeling (Psychology)
Observation
Pedagogical Content Knowledge
Physical Education
Physical education teachers
Practicums
Preservice Teacher Education
Preservice Teachers
Protocol Analysis
Student teachers
Studies
Teacher Characteristics
Teacher Education Programs
Teaching methods
United States
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Summary: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.
ISSN:0031-8981
2160-1682