Background/Purpose: There has been substantial research on knowledge development in beginning teachers as they enter the profession, but little direct research on their ability to learn and exhibit technical teaching skills as a function of their undergraduate teacher education experience. In the present study, 19 preservice teachers (PSTs) were assessed on their ability to exhibit pedagogical skills associated with a research-based, hybrid model of instruction. The hybrid model was based on direct instruction and health-related physical education and was the focus of the Elementary Methods Course (EMC).
Method: After the EMC delivery which covered the hybrid model and culminated with the PSTs teaching three lessons in a live environment, the live-teaching classes were digitally recorded and analyzed using the Teaching Evaluation Scale which covered 30 benchmarks behaviors for this hybrid model. Observers trained in the model viewed the lessons independently and coded behaviors as present or absent.
Analysis/Results: 100% PSTs located students at the home base for lesson introduction, provided skill-related feedback and a closure; 95% got the equipment ready prior to students, arrival; and 94% provided vigorous instant activity. However, none taught a cool down stretch in the closure, only 6% provided individualized muscular activity during instant activity and adjusted tasks to challenge the students in the core.
Conclusions: The results present an overview of which teaching skills PSTs demonstrated after taking EMC. Some insight provided about the implementation of teaching skills in a live environment.