An interpretive inquiry of preservice teachers' reflections and development during a field-based elementary physical education methods course

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mary Abb Sebren (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Kate R. Barrett

Abstract: The purpose of this study was to analyze and describe the reflections and development of seven preservice teachers during a field-based elementary physical education methods course. The research was guided by a focus on what the preservice teachers learned, how that learning changed over time, and how reflection impacted the preservice teachers' development during the methods course. The theoretical context which informed this study included adult cognitive development, teacher concerns, differences between experts and novices, teacher perspectives, and teacher reflection. Learning was viewed through the lens of cognitive psychology. Data sources included nonparticipant observations of methods course meetings and field experiences, documents, interviews, and audiotaped weekly reflection sessions. Data analysis involved a constant comparison method. As a result of data analysis, the preservice teachers were divided into two groups. The first group began the semester with an orientation towards teaching as control and shifted to a greater focus on teaching for learning by the end of the semester. The second group began the semester focused on teaching for learning and continued to grow within that orientation during the semester.

Additional Information

Language: English
Date: 1992
Physical education for children $x Teacher training
Physical education teachers $x Training of
Teacher orientation
Teachers $x Training of
Student teachers $x Attitudes
Elementary school teachers $x Attitudes

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