Impact of Two Preservice Teachers' Value Orientations on Their Interpretation and Delivery of the Skill Themes Approach

Autor/inn/en	May, Leah K.; Curtner-Smith, Matthew D.
Titel	Impact of Two Preservice Teachers' Value Orientations on Their Interpretation and Delivery of the Skill Themes Approach
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 4, S.598-605 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Preservice Teachers; Values; Orientation; Skill Development; Measures (Individuals); Self Actualization; Social Responsibility; Learning Processes; Mastery Learning; Ecology; Profiles; Teaching Methods; Beliefs; Curriculum; Models + Suchen Sie Ihr Suchwort? Wertbegriff; Orientierung; Kompetenzentwicklung; Qualifikationsentwicklung; Messdaten; Self actualisation; Selbstverwirklichung; Soziale Verantwortung; Learning process; Lernprozess; Ökologie; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Curricula; Lehrplan; Rahmenplan; Analogiemodell
Abstract	Purpose: To determine the impact of two preservice teachers' value orientations on their interpretation and delivery of the skill themes approach. Method: The short form of the value orientations inventory and five qualitative techniques were used to collect data. Participants' value orientations inventory profiles were illustrated graphically. Interpretive data were analyzed using analytic induction and constant comparison. Findings: Results from the short form of the value orientations inventory indicated that Meagan prioritized social responsibility, learning process, and disciplinary mastery, while Jared favored social responsibility, self-actualization, and ecological integration. Qualitative data largely supported these value orientation profiles and indicated that the preservice teachers' approaches to teaching skill themes differed and were influenced by their pedagogical beliefs. Moreover, qualitative data illustrated how Meagan's and Jared's value orientations and interpretations of the skill themes approach had changed and developed. Conclusions: These findings emphasize the importance of preservice teachers engaging in philosophical reflection on the connections between their beliefs and their interpretations of curriculum models. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01