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TEACHING ADAPTIVE COMPETENCE TO PRESERVICE TEACHERS IN A PRACTICE-BASED TEACHER EDUCATION FOCUSED INTRODUCTORY METHODS CLASS

Yıl 2023, Cilt: 15 Sayı: 2, 90 - 112, 12.10.2023

Xiuye Xie Phillip Ward Won Seok Chey Leslie Dillon Scott Trainer Rio Watanabe

https://doi.org/10.55929/besad.1320812

Öz

Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

Anahtar Kelimeler

lesson planning teaching approximation repeated teaching teacher education

Kaynakça

  • Baldinger, E.E., & Munson, J. (2020). Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers. Teaching and Teacher Education, 95, Article 103125. https://doi.org/10.1016/j.tate.2020.103125
  • Ball, D.L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996
  • Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (2005). Theories of learning and their roles in teaching. In Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). CA: Jossey-Bass.
  • Brühwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95–108. https://doi.org/10.1016/j. learninstruc.2009.11.004
  • Capel, S.A., Bassett, S., Lawrence, J., Newton, A., & Zwozdiak-Myers, P. (2018). How trainee physical education teachers in England write, use and evaluate lesson plans. European Physical Education Review, 25(4), 964 - 982. https://doi.org/10.1177/1356336X18785053
  • Darling-Hammond, L. (2019). A license to teach: Building a profession for 21st century schools. Routledge.
  • Doutis, P., & Ward, P. (1999). Teachers’ and administrators’ perceptions of the Saber-tooth Project reform and of their changing workplace conditions. Journal of Teaching in Physical Education, 18, 417-427.
  • Doyle, W. (1986). Classroom organization and management. Handbook of research on teaching, 3, 392–431.
  • Dozier, C., Garnett, S., & Tabatabai, S. (2011). Responsive teaching through conversation. The Reading Teacher, 64(8), 636-638. https://doi.org/10.1598/RT.64.8.13
  • Ericsson, K. (2008), Deliberate practice and acquisition of expert performance: A general overview. Academic Emergency Medicine, 15, 988-994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
  • Ericsson, K., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
  • Ingersoll, C., Jenkins, J. M., & Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of Teaching in Physical Education, 33(3), 363-382. https://doi.org/10.1123/jtpe.2013-0102
  • Kim, I., & Ward, P. (2021). Changes in the content development and adaptive competence of teachers following a specialized content knowledge workshop. Journal of Teaching in Physical Education, 40(4), 626-634. https://doi.org/10.1123/jtpe.2020-0082
  • Launder, A., & Piltz, W. (2013). Play practice (2nd ed.). Human Kinetics.
  • Rink, J. (2013). Measuring teacher effectiveness in physical education, Research Quarterly for Exercise and Sport, 84(4), 407-418, https://doi.org/10.1080/02701367.2013.844018
  • Schipper, T. M., van der Lans, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of lesson study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and teacher education, 88, 102961. https://doi.org/10.1016/j.tate.2019.102961
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Siedentop, D., Hastie, P., & van der Mars, H. (2020). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Soslau, E., & Gartland, S. (2021). “I want them to feel heard. I want their voices to be agents of change”: Exploring a community-engaged partnership focused on critical service-learning. Journal of Community Engagement and Scholarship, 13(2), 13-14. https://doi.org/10.54656/YIMW9070
  • Soslau, E., S. Kotch-Jester, K. Scantlebury, and S. Gleason. (2018). “Coteachers’ huddles: Developing adaptive teaching expertise during student teaching.” Teaching and Teacher Education, 73, 99–108. https://doi.org/10.1016/j.tate.2018.03.016
  • Souto-Manning, M., & Dice, J. L. (2007). Reflective teaching in the early years: A case for mentoring diverse educators. Early Childhood Education Journal, 34, 425-430. https://doi.org/10.1007/s10643-007-0151-1
  • Stigler, J., & Miller, K. (2018). Expertise and expert performance in teaching. In A. Ericsson, R.R. Hoffman, A. Kozbelt, & A.M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 431–452). Cambridge University Press.
  • Stout, C. (1989). Teachers’ views of the emphasis on reflective teaching skills during their student teaching. Elementary School Journal, 89(4), 511–527.
  • Ward, P. (2020). Core practices for teaching physical education: Recommendations for teacher education. Journal of Teaching in Physical Education, 40(1), 98–108. https://doi.org/10.1123/jtpe.2019-0114
  • Ward, P., & Cho, K. (2020). Five trends in physical education teacher education. Journal of Physical Education, Recreation & Dance, 91(6), 16–20. https://doi.org/10.1080/07303084.2020.1768182
  • Ward, P., Chen, Y., Higginson, K., & Xie, X. (2018). Physical education teacher education pedagogies: Unpacking teaching rehearsals and repeated teaching. Journal of Health, Physical Education, Recreation and Dance, 89(6), 20–25. https://doi.org/10.1080/07303084.2018.1476937
  • Xie, X., Ward, P., Oh, D., Li, Y., Atkinson, O., Cho, K., & Kim, M. (2020). Preservice physical education teacher’s development of adaptive competence. Journal of Teaching in Physical Education, 40(4), 538-546. https://doi.org/10.1123/jtpe.2019-0198
  • Xie, X., Ward, P., Chey, W., Dillon, L., Trainer, S., & Cho, K. (2021). Developing preservice teachers’ adaptive competence using repeated rehearsals, Opportunities to Reflect, and Lesson Plan Adaptations. Journal of Teaching in Physical Education, 41(4), 553-561. https://doi.org/10.1123/jtpe.2021-0093
  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36–46. https://doi.org/ 10.1177/0022487106296219

Teaching Adaptive Competence to Preservice Teachers in an Introductory Methods Class

Yıl 2023, Cilt: 15 Sayı: 2, 90 - 112, 12.10.2023

Xiuye Xie Phillip Ward Won Seok Chey Leslie Dillon Scott Trainer Rio Watanabe

https://doi.org/10.55929/besad.1320812

Öz

Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

Anahtar Kelimeler

lesson planning teaching approximation repeated teaching teacher education

Kaynakça

  • Baldinger, E.E., & Munson, J. (2020). Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers. Teaching and Teacher Education, 95, Article 103125. https://doi.org/10.1016/j.tate.2020.103125
  • Ball, D.L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996
  • Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (2005). Theories of learning and their roles in teaching. In Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). CA: Jossey-Bass.
  • Brühwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95–108. https://doi.org/10.1016/j. learninstruc.2009.11.004
  • Capel, S.A., Bassett, S., Lawrence, J., Newton, A., & Zwozdiak-Myers, P. (2018). How trainee physical education teachers in England write, use and evaluate lesson plans. European Physical Education Review, 25(4), 964 - 982. https://doi.org/10.1177/1356336X18785053
  • Darling-Hammond, L. (2019). A license to teach: Building a profession for 21st century schools. Routledge.
  • Doutis, P., & Ward, P. (1999). Teachers’ and administrators’ perceptions of the Saber-tooth Project reform and of their changing workplace conditions. Journal of Teaching in Physical Education, 18, 417-427.
  • Doyle, W. (1986). Classroom organization and management. Handbook of research on teaching, 3, 392–431.
  • Dozier, C., Garnett, S., & Tabatabai, S. (2011). Responsive teaching through conversation. The Reading Teacher, 64(8), 636-638. https://doi.org/10.1598/RT.64.8.13
  • Ericsson, K. (2008), Deliberate practice and acquisition of expert performance: A general overview. Academic Emergency Medicine, 15, 988-994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
  • Ericsson, K., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
  • Ingersoll, C., Jenkins, J. M., & Lux, K. (2014). Teacher knowledge development in early field experiences. Journal of Teaching in Physical Education, 33(3), 363-382. https://doi.org/10.1123/jtpe.2013-0102
  • Kim, I., & Ward, P. (2021). Changes in the content development and adaptive competence of teachers following a specialized content knowledge workshop. Journal of Teaching in Physical Education, 40(4), 626-634. https://doi.org/10.1123/jtpe.2020-0082
  • Launder, A., & Piltz, W. (2013). Play practice (2nd ed.). Human Kinetics.
  • Rink, J. (2013). Measuring teacher effectiveness in physical education, Research Quarterly for Exercise and Sport, 84(4), 407-418, https://doi.org/10.1080/02701367.2013.844018
  • Schipper, T. M., van der Lans, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of lesson study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and teacher education, 88, 102961. https://doi.org/10.1016/j.tate.2019.102961
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Siedentop, D., Hastie, P., & van der Mars, H. (2020). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Soslau, E., & Gartland, S. (2021). “I want them to feel heard. I want their voices to be agents of change”: Exploring a community-engaged partnership focused on critical service-learning. Journal of Community Engagement and Scholarship, 13(2), 13-14. https://doi.org/10.54656/YIMW9070
  • Soslau, E., S. Kotch-Jester, K. Scantlebury, and S. Gleason. (2018). “Coteachers’ huddles: Developing adaptive teaching expertise during student teaching.” Teaching and Teacher Education, 73, 99–108. https://doi.org/10.1016/j.tate.2018.03.016
  • Souto-Manning, M., & Dice, J. L. (2007). Reflective teaching in the early years: A case for mentoring diverse educators. Early Childhood Education Journal, 34, 425-430. https://doi.org/10.1007/s10643-007-0151-1
  • Stigler, J., & Miller, K. (2018). Expertise and expert performance in teaching. In A. Ericsson, R.R. Hoffman, A. Kozbelt, & A.M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 431–452). Cambridge University Press.
  • Stout, C. (1989). Teachers’ views of the emphasis on reflective teaching skills during their student teaching. Elementary School Journal, 89(4), 511–527.
  • Ward, P. (2020). Core practices for teaching physical education: Recommendations for teacher education. Journal of Teaching in Physical Education, 40(1), 98–108. https://doi.org/10.1123/jtpe.2019-0114
  • Ward, P., & Cho, K. (2020). Five trends in physical education teacher education. Journal of Physical Education, Recreation & Dance, 91(6), 16–20. https://doi.org/10.1080/07303084.2020.1768182
  • Ward, P., Chen, Y., Higginson, K., & Xie, X. (2018). Physical education teacher education pedagogies: Unpacking teaching rehearsals and repeated teaching. Journal of Health, Physical Education, Recreation and Dance, 89(6), 20–25. https://doi.org/10.1080/07303084.2018.1476937
  • Xie, X., Ward, P., Oh, D., Li, Y., Atkinson, O., Cho, K., & Kim, M. (2020). Preservice physical education teacher’s development of adaptive competence. Journal of Teaching in Physical Education, 40(4), 538-546. https://doi.org/10.1123/jtpe.2019-0198
  • Xie, X., Ward, P., Chey, W., Dillon, L., Trainer, S., & Cho, K. (2021). Developing preservice teachers’ adaptive competence using repeated rehearsals, Opportunities to Reflect, and Lesson Plan Adaptations. Journal of Teaching in Physical Education, 41(4), 553-561. https://doi.org/10.1123/jtpe.2021-0093
  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36–46. https://doi.org/ 10.1177/0022487106296219
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor ve Egzersiz Beslenmesi
Bölüm Araştırma Makaleleri
Yazarlar

Xiuye Xie 0000-0001-5751-1272

Phillip Ward 0000-0002-7447-3594

Won Seok Chey 0000-0003-3437-5276

Leslie Dillon 0009-0005-0166-1024

Scott Trainer 0000-0001-6203-3180

Rio Watanabe 0000-0001-9878-5843

Erken Görünüm Tarihi 10 Ekim 2023
Yayımlanma Tarihi 12 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 15 Sayı: 2

Kaynak Göster

APA Xie, X., Ward, P., Chey, W. S., Dillon, L., vd. (2023). Teaching Adaptive Competence to Preservice Teachers in an Introductory Methods Class. Beden Eğitimi Ve Spor Araştırmaları Dergisi, 15(2), 90-112. https://doi.org/10.55929/besad.1320812
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