A creative presentation of a gym teacher's perceptions

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Inez Rovegno (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Kate R. Barrett

Abstract: The purpose of this study was to describe and analyze what and how seven preservice teachers learned during a field-based methods course. Two questions guided the research: (a) what was the substance of salient knowledge components of preservice teachers during a field-based elementary physical education methods course? and (b) how did these knowledge components develop? A cognitive/developmental perspective informed this study. Knowledge development was viewed as growth toward increased differentiation and integration. Changes in knowledge structures were assumed to involve accretion, tuning, or restructuring with knowledge change resulting from the interaction of prior knowledge and current experience. Research methodology followed guidelines of the interpretive research paradigm. All class meetings and field experiences were observed, interviews were conducted, and documents collected. Data analysis was inductive with themes derived from the data.

Additional Information

Language: English
Date: 1989
Physical education and training $x Study and teaching (Elementary)
Physical education teachers $x Training of
Student teachers $x Training of

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