Background/Purpose Although there is growing research interest in model-based instruction, research on how teacher candidates are obtaining knowledge and experience for implementing specific instructional models has not been widely explored. In order to equip teacher candidates with solid knowledge and experience for model-based instruction, researchers recommended that PETE program should infuse diverse instructional models into multiple course work such as activity classes, methods classes, and field experience (Lund, Metzler & Gurvitch, 2008). Therefore, this study infused Responsibility Model (Hellison, 2003) into an activity class called Elementary Movement Fundamentals and examined teacher candidates' perceptions of the RM-based activity class.
Method Participants were selected from a PETE program located in one Midwestern United States. Eighteen male and 8 female students (age range=21-36) who were enrolled in Elementary Movement Fundamentals participated in the study. Data were collected from semi-structured interviews with participants and participants' reflective journal entries.
Analysis/Results Data were analyzed inductively. Peer debriefing and member checks were used to enhance the trustworthiness of data. Findings revealed that infusing the responsibility model (RM) into an activity class provided teacher candidates with (a) a framework to teach affective domain, (b) opportunities to experience RM from both student and teacher's perspectives, (c) relational and supportive class atmosphere, and (d) a foundation for RM application in their future teaching.
Conclusions In conclusion, infusing an instructional model into an activity class provided teacher candidates with an expanded opportunity to learn and experience an instructional model and can be a viable option in PETE program.