PHED 5233 Article Presentation

Page history last edited by Helena Baert 1 yr ago

This page is only for Lance, Kathryn and Helena to Edit! Thank you

I created three parts to guide our work. Any ideas, just add to the page by clicking edit. :)

Step 1: Find an article in PE

If someone knows about an article, you can add it here. It must be a professional journal article and related to PE. Perhaps we should take something as current as possible. If you have ideas, just list them.

Here is the article we will discuss: PE_preservice_teachers'_perceptions_of_caring.pdf

As we are presenting in two weeks, we should read the article and think about an activity we can do. We can either meet 15 minutes before class or after class. I prefer before class but I can go either way. We must also decide who will summarize which part of the article.

Step 2: Create a presentation

Everyone should add content under each heading. Not too much, We have to try to get to the point using simple concise sentences. Use pointform!

Once everything is completed, I will create a power point.

Parts:

1) Title: "Physical Education preservice teachers' conceptions of caring"

2) Purpose: "The purpose of the study was to examine prospective physical education teachers' conceptions of caring during their student teaching experiences."

3) Hypothesis: A qualitative study does not have a hypothesis but it does have research questions! (Helena)

Research Questions:

a) How do student teachers think they enact caring behaviors in their PE classes?

b) What factors influenced student teachers' conceptions of caring?

4) Overview of Related literature (Kathryn)

a) Goldstein and Lake (2000) categorized preservice teachers' understanding of caring as essentialism, oversimplication, and idealism.

b) In a following study Goldstein and Lake (2003) examined whether preservice teachers' attitudes, understanding and assumptions about caring changed with more field experience. The results of the study showed no significant difference in their ideas about caring.

c) Gubacs (1997) found that both teachers and students define caring as loving, respecting and being nice.

d) Weinstein (1998) performed a survey on preservice teachers and found their perception about caring centered on forming interpersonal relationships, not on pedogogical issues.

5) Design of study (methods/participants) (Helena)

a) Qualitative design that included:

Semi-structured interviews
Field observations
Document Analysis

b) Participants:

4 student teachers (1 male and 3 females)
from two different Southeastern US universities
Age range from 21-23
entered university at freshman status, enrolled in teaching phase

c) Data Collection and procedures

Semi-structured interviews Questions
- "If I say the word caring, what comes to mind?"
- "Has your perception of caring changed since you started student teaching?"
- "Did you learn about caring behaviors in your teacher education program?"
Field observations: notes during teaching observations
Document analysis: review of unit/lesson plans to identify caring behaviors

3) Findings (Kathryn)

Paticipants answers to interview questions:

A. Pedagogical concerns

- Accountability-demonstrate caring by being accountable to student learning

-Feedback- demonstrate caring by giving students positive feedback

-Instructional accomodations- giving students a choice, allowing them to work on their level of skill

-Teaching students how to care for others

B. Establishing personal relationships

- Show personal intersest in the students

- Show respect to students

-Fairness- treat all students with equality

C. Barriers of caring

-Lack of time- about 30 min of class time

-Speciality teacher status-not as much oppurtunity as classroom teachers

D. Fascilitators of caring

-Professionalism

-Caring role model

-Diverse educational settings

4) Discussion/Conclusion (Helena)

A. Concept of caring as perceived by participants: caring can be enacted through

demonstrating pedagogical concerns to students' learning and
establising interpersonal relationships
- Salient factors = demonstration of pedagogical concerns
- Contradictory to Weinstein's (1998) research that states that pre-service teachers perceive caring as centered around establishing interpersonal relationships
- Explanation: difference between PE teachers and classroom teachers (PE teachers seem to focus on quality instruction rather than developing interpersonal relationships - due to limited access to students)

B. Factors influencing caring

lack of time (related to specialist status)
discipline (tension between care and control)

C. Factors facilitating concept of caring

notion of professionalism
cooperating teachers' role model behavior

D. Student teacher experience faciliates caring

exposure to diverse educational settings to improve caring capabilities
enact and enhance caring behaviors

Recommendation within student teaching: integrate the two dimensions (interpersonal relationships / pedagogical concern)

Step 3: Activity

Needed: cards, pencils, large papers, markers

1) Ask the students the following questions: (3 min)

What is caring? (What comes to mind when you hear the verb "caring")
How do you show caring as a PE teacher?

2) In groups of 3/4, students will draw a picture of a "caring PE teacher" without using the words written on their cards. (5-10 min)

3) Each group will receive a drawing of another group and will try to come up with words that describe the "caring teacher". (5 min)

4) Each group can list the characteristics they have come up with. A small discussion can occur around "what is caring?" and "how do we show caring as PE teachers?" (5 min)

Note: when students list words, we can create two columns according to the two dimensions to see which dimension seemed to be more prominent in our class.