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Chapter 8: The Diffusion of Model-Based Instruction by Establishing Communities of Practice
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Metzler, Michael W.; Lund, Jacalyn L.; Gurvitch, Rachel – Journal of Teaching in Physical Education, 2008
Previous chapters in this monograph have reported on a series of research studies that examined the adoption of an instructional innovation, model-based instruction (MBI), by teachers in three stages of career development: preservice/student teachers (STs), induction teachers (ITs), and experienced/cooperating teachers (CTs). All the teachers were…
Descriptors: Student Teachers, Physical Education, Change Agents, Instructional Innovation
Chapter 5: Introducing Innovation to Those Who Matter Most--The P-12 Pupils' Perceptions of Model-Based Instruction
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Metzler, Michael W.; McCullick, Bryan A. – Journal of Teaching in Physical Education, 2008
The series of studies in this monograph examined the adoption of model-based instruction (MBI) as an innovative approach to teaching physical education. This innovation must be learned and used by preservice teachers, and then ultimately accepted by pupils in schools where student teachers plan for and implement MBI. Decisions by student teachers…
Descriptors: Preservice Teacher Education, Student Teachers, Physical Education, Change Agents
What's Happening in Supervision of Student Teachers in Secondary Physical Education.
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Tannehill, Deborah; Zakrajsek, Dorothy – Journal of Teaching in Physical Education, 1988
Results of a study of 18 cooperating teachers (CTs) supervising physical education student teachers (STs) from five colleges/universities in the Northwest indicated that: CTs provided minimal feedback; held few supervising conferences; and spent little time observing teaching. Through logs and weekly wrap-up reports, STs indicated desire for…
Descriptors: Cooperating Teachers, Feedback, Higher Education, Physical Education
Cooperating Teachers: Insight into Their Preparation, Beliefs, and Practices.
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Rikard, G. Linda; Veal, Mary Lou – Journal of Teaching in Physical Education, 1996
Interviews with 23 physical education cooperating teachers examined their preparation for becoming supervisors and their supervisory beliefs and practices. Most had no formal preparation and shared no common technical language, instead using memories of their own supervision and experiences. Through their own ingenuity, they exhibited three…
Descriptors: Cooperating Teachers, Elementary Secondary Education, Higher Education, Physical Education