Purpose: Grounded in self-determination theory, this study examined factors of secondary early field experiences that preservice teachers consider significant and how these experiences impact them as educators. Method: Preservice teachers (N = 13) completed two 10-week early field experiences, one at each level--middle school and high school. Data…

Partial Comprehensive School Physical Activity Programming (CSPAP) has been studied extensively in recent years. However, there is little evidence on the efficacy and feasibility of such interventions in high school settings. Physical education teacher education (PETE) programs have been slow in preparing future physical educators for CSPAP…

The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for…

Research investigating teachers' and preservice teachers' (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin,…

How preservice teachers (PSTs) learn and deliver Sport Education ("SE") (Siedentop, 1994) is an area researchers believe warrants further investigation (Stran & Curtner-Smith, 2009a). This study explores one PST's experiences delivering SE during a school teaching placement after undertaking a practical "SE" module in his…

This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and…

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…

The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in…

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…

Developed a strategy to assess two facets of cooperating teachers' (CTs') supervisory responsibilities: what they observed during lessons when preparing comments for student teachers and what they subsequently mentioned to students. Physical education CTs watched videotaped lessons, wrote critiques, and completed interviews. The strategy was a…

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…

Findings from a study indicate that cooperating teachers in physical education can improve their supervisory function through training in a behavioral model of supervision. The self-instructional training package has three performance objectives: monitoring, conferencing, and follow-up monitoring. Emphasis is on improved feedback to, and…

This article reports results of an examination of the influence of student teachers on the professional lives of three veteran elementary physical education specialists. These teachers were interviewed about their perceptions of the student teaching practicum, reasons for participation, benefits, their role, and collaboration with teacher…

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…

Interviewed practicing teachers' regarding their perspectives on the requisite characteristics needed by physical education and teacher education participants. Respondents believed that undergraduates should have a love for physical activity, like people, be physically fit, and be flexible. They believed that cooperating teachers should be…