The implementation of instructional models in physical education settings is a relatively new concept. It is unlikely that most teacher candidates in today's PETE programs experienced instructional models as students in their school age education. Although it is claimed (Lortie, 1975; Schempp, 1989) that teacher candidates already developed preconceived beliefs regarding the teaching and learning process, according to the conceptual change theory (Nesbitt & Ross, 1980) teacher candidates' beliefs could be influenced when the teacher education program focus deliberately on a specific approach or theme. For several years, faculty members at large Southern urban university have advocated using an instructional models-based approach to teaching. This approach encourages teacher candidates to move away from direct instruction toward other types of instructional models in an effort to increase teaching effectiveness and student learning.
Method
The purpose of this study was to examine teacher candidates learning to teach instructional models experience. Sixteen teacher candidates were asked to keep a journal written log while implementing instructional models. At the conclusion of the semester-long teaching experience, a focus group interview was conducted.
Analysis/Results
Results were triangulated and four main themes emerged from the data. The teacher candidates indicated the following: 1) they appreciated the instructional model units structure and the fact that they did not have to set up a new management system, 2) they realized that regardless to the specifics of the instructional model, modifications were necessary, 3) as much as they appreciated the benefits of the instructional models units, they would have liked to have a ready template for each instructional model to ease the work load when they create a new unit, and 4) they admitted that assessment was problematic concept, they did not know when to assess and with managerial issues while implementing assessment during the unit.
Conclusions
The results from this study lead faculty to make some programmatic changes for the purpose of supporting teacher candidates in their attempt to adopt the model-based-instruction innovation. Sharing results of this study may help other programs increase teaching effectiveness with their physical education teacher candidates.
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