The influence of case discussions on physical education preservice teachers' reflection in an educational games class
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Brian R. Bolt (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Mary Lou Veal
Abstract: The purpose of this study was to investigate and describe the influence of case discussions on physical education preservice teachers' reflection in an elementary educational games course. Reflection was defined as both skill and will. The skill of reflection included the ability to identify problems and generate solutions (flexibility) while drawing on relevant concepts or personal experiences (connectedness). The will of reflection included a desire to keep conclusions tentative for continued learning (viewing teaching as problematic) and a willingness to evaluate personal beliefs about teaching based on new information. Participants were 12 preservice teachers enrolled in an elementary educational games course. Three narrative cases containing compelling stories about elementary physical education were discussed in the middle of the course by the course instructor I researcher and the preservice teachers. Multiple measures of preservice teachers' reflection skill and will were taken prior to and after the case discussions. Quantitative and qualitative data were used to describe the influence of the case discussions on preservice teachers’ reflection. Data included a pre-and-post reflection orientation questionnaire, written reflections on physical education lesson episodes, and post-metacognitive interviews.
The influence of case discussions on physical education preservice teachers' reflection in an educational games class
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Created on 1/1/1996
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1996
- Subjects
- Physical education and training $x Study and teaching
- Physical education teachers