This study described the changes in planning and instructional skills including decision-making processes of preservice teachers across two methods courses and field experiences.
Method
Participants for this study (n=33) were two groups of preservice physical education teachers in their junior year: an elementary (n=23) and a general (n=10) methods group. The following quantitative and qualitative data collection techniques and sources were used: (1) evaluation of lesson plans using standardized scoring criteria, (2) systematic observation of lessons using videotape, and (3) stimulated recall interviews with participants using audio and videotape.
Analysis/Results
Repeated Measures ANOVAs were used to analyze changes in lesson plan and teaching evaluations across time. Dependent variables included: Total and individual item scores for the lesson plan, teaching evaluations, and Qualitative Measures of Teaching Performance Scale (QMTPS). Time was the independent variable. Descriptive statistics were also calculated. Data were analyzed five times across two practica. An alpha level of .05 was used for all inferential statistics. Qualitative data were analyzed using constant comparison and analytic induction. Group data was analyzed by attrition, degree, placement, and content area. The results of the analyses revealed a steady increase in overall lesson plan, QMTPS, and teaching evaluation scores across time. Different patterns of development were discovered for individual planning and teaching skills. Participants' task presentations were characterized as effective by the end of the experience (Gusthart, Kelly, & Graham, 1997). Qualitative shifts in decision-making and thought processes from less to more sophisticated patterns were observed and were characteristic of experienced teachers by the end of the experience. Group differences were also discovered in favor of participants who (a) continued in the program versus those who did not, (b) were seeking a Master's of Arts in Teaching versus a Bachelor of Science degree, (c) were placed at a site with an extra university supervisor, and (d) taught educational gymnastics at later times in the semester.
Conclusions
The development of planning and teaching skills takes time, but PTs can achieve competence in teaching if held accountable for their performance. Teacher educators should understand the peaks and valleys of development that occur with contextual changes (changes in students, content, or other factors). Changes in context may cause a decline in performance, but this decline is only temporary and is usually succeeded by a much greater increase in performance. Finally, understanding how group dynamics function in physical education teacher education could be used to enhance the development of PTs.
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