Teacher Candidates' Implementation of the Personal and Social Responsibility Model in Field Experiences

Autor/in	Lee, Okseon
Titel	Teacher Candidates' Implementation of the Personal and Social Responsibility Model in Field Experiences
Quelle	In: Physical Educator, 69 (2012) 2, S.150-170 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	Student Teaching; Physical Education; Field Experience Programs; Physical Education Teachers; Social Responsibility; Student Teacher Attitudes; Interviews; Data Collection; Observation; Preservice Teacher Education; Elementary Education; Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Körpererziehung; Sportunterricht; Praxisnahes Lernen; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Soziale Verantwortung; Interviewing; Interviewtechnik; Data capture; Datensammlung; Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	With the teacher concerns theory (Fuller, 1969) as a theoretical framework, this study has set out to examine how physical education teacher candidates perceive their implementation of the Personal and Social Responsibility Model (Hellison, 2003) and how they actually implement it during field experience. Five teacher candidates (three female, two male) who were enrolled in pre-student teaching field experience volunteered to participate. The study inductively analyzed data collected from participant interviews, non-participant teaching observations, and informal post-lesson interviews following each observation. Peer debriefing and member checks were used to enhance the trustworthiness of data. Findings revealed that teacher candidates' concerns shifted from self and tasks and became more impact-related through the implementation stages and afterward. The model's implementation evolved through three phases: (a) functional implementation as behavior management, (b) mechanical implementation as a formula, and (c) a move toward holistic implementation. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10