Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking

Autor/inn/en	Liu, Jiling; McBride, Ron E.; Xiang, Ping; Scarmardo-Rhodes, Melissa
Titel	Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking
Quelle	In: Quest, 70 (2018) 1, S.12-27 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Jiling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2017.1330218
Schlagwörter	Physical Education Teachers; Preservice Teachers; Critical Thinking; Comprehension; Methods Courses; Teacher Education Programs; Focus Groups; Assignments; Knowledge Level; Experiential Learning; Lesson Plans; Curriculum Development; Program Effectiveness; Reflective Teaching; Content Analysis; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Kritisches Denken; Verstehen; Verständnis; Methodisch-didaktische Anleitung; Assignment; Auftrag; Zuweisung; Wissensbasis; Experiental learning; Erfahrungsorientiertes Lernen; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inhaltsanalyse; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers' understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States. Data were collected through focus group interviews and post-lab assignments and were analyzed via content analysis. Findings showed that the PE pre-service teachers could define CT and recognize its importance to teaching and learning. Together with field-based teaching practices, course written assignments such as the encyclopedia article, curriculum project, lesson plans, and post assignments were identified as contributors to CT development. At the end of the semester, the PE pre-service teachers demonstrated an improvement in CT across three levels. Based on our findings, we recommend the integration of CT instruction into PETE programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01