Teacher's Beliefs about PETE Program Governance, Curriculum, and Evaluation.

Autor/in	McCullick, Bryan
Titel	Teacher's Beliefs about PETE Program Governance, Curriculum, and Evaluation.
Quelle	(2000), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum; Elementary Secondary Education; Governance; Higher Education; Pedagogical Content Knowledge; Physical Education Teachers; Preservice Teacher Education; Program Evaluation; Teacher Attitudes + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Kompetenz; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Lehrerverhalten
Abstract	This study identified 18 physical educators' perspectives on 3 critical elements of physical education teacher education (PETE) governance, curriculum, and evaluation. Data were collected through 90-minute audiotaped interviews. Establishment of data trustworthiness was achieved through triangulation by using member checks and a peer debriefer. Data were analyzed using analytic induction and an interpretive analytical framework. As themes emerged from the data, they were checked with participants for comment and validation. Results revealed that teachers perceived the knowledge of learners, content knowledge, and pedagogical content knowledge as the most important pieces of information that undergraduates should receive in the PETE program. They believed methods classes were the most effective courses that undergraduates could take. Believing early field experiences to be important in preparing physical educators, the practitioners felt that early field experiences should be longer in duration, occur earlier in the program, occur more often in the curriculum, and be conducted at schools of varying characteristics. Practitioners felt qualified, but excluded, in the governance of teacher education. They believed they would be able to provide help in evaluating a teacher preparation program, but had yet to be asked. (Contains 52 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC