The Change of Preservice Education Teacher's Value Orientations across the Course of Student Teaching
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
There is limited empirical evidence of what value orientations preservice physical education teachers (PTs) endorse and how student teaching experiences influence their value orientations. The purpose of this study was to describe the initial value orientations of PTs at entry into the course of student teaching, and examine how their value orientations are changed across the student teaching semester. 14 Participants enrolled in the final student teaching semester were asked to complete the VOI-SF across the three terms of the student teaching semester (beginning, middle, and end of the semester). Descriptive analysis was conducted to identify PTs’ priorities for value orientations across the three terms. Furthermore, a Kruskal Wallis H test was conducted to see if there were any statistically significant changes in PTs’ value orientation priorities across the three terms. The results indicated that 1) PTs endorsed Disciplinary Mastery (DM) and Learning Process (LP) value orientations at entry into the course of student teaching and maintained the DM and LP as higher priorities across the three terms, and 2) their priority for the Social Responsibility (SR) value orientation remained the lowest but significantly increased among the three terms. Implications of this study for physical education teacher education include recognizing the strong DM and LP value orientation of PTs developed throughout teacher education curricula, and identifying the role of late field experiences like student teaching influencing PTs’ development of the SR value orientation.
Abstract
There is limited empirical evidence of what value orientations preservice physical education teachers (PTs) endorse and how student teaching experiences influence their value orientations. The purpose of this study was to describe the initial value orientations of PTs at entry into the course of student teaching, and examine how their value orientations are changed across the student teaching semester. 14 Participants enrolled in the final student teaching semester were asked to complete the VOI-SF across the three terms of the student teaching semester (beginning, middle, and end of the semester). Descriptive analysis was conducted to identify PTs’ priorities for value orientations across the three terms. Furthermore, a Kruskal Wallis H test was conducted to see if there were any statistically significant changes in PTs’ value orientation priorities across the three terms. The results indicated that 1) PTs endorsed Disciplinary Mastery (DM) and Learning Process (LP) value orientations at entry into the course of student teaching and maintained the DM and LP as higher priorities across the three terms, and 2) their priority for the Social Responsibility (SR) value orientation remained the lowest but significantly increased among the three terms. Implications of this study for physical education teacher education include recognizing the strong DM and LP value orientation of PTs developed throughout teacher education curricula, and identifying the role of late field experiences like student teaching influencing PTs’ development of the SR value orientation.
참고문헌 (24)
- 백준형, "예비 초등교사의 초등체육경험 및 교사신념 탐구", 홀리스틱융합교육연구, 25(1), pp.117~134 (2021), 한국홀리스틱융합교육학회
- Chen, A, "Teaching value-laden curricula in physical education", Journal of Teaching in Physical Education, 15, pp.338~354 (1996)
- Chen, A, "Refining the value orientation inventory", Research quarterly for exercise and sport, 68(4), pp.352~356 (1997)
- Cothran, D. J, "Curriculuar of mutual worth : Comparisons of students’ and teachers’ curricular goals", Journal of Teaching in Physical Education, 17, pp.307~326 (1998)
- Doolittle, S. A, "Socialization intophysical education", pp.355~365 (1993)
- Ennis, C. D, "Curriculum theory as practiced: Case studies of operationalized value orientations", Journal of Teaching in Physical Education, 11, pp.358~375 (1992)
- Ennis, C. D, "Teachers’ value orientations in urban and rural school settings", Research Quarterly of Exercise and Sport, 66, pp.41~50 (1995)
- Ennis, C. D, "Value orientations: A description of teachers' goals for student learning", Research Quarterly for Exercise and Sport, 62(1), pp.33~40 (1991)
- Christopher R. Gentry, "The Elementary Skill Theme Approach Utilizing Minimal Equipment", Research in Dance and Physical Education, 3(2), pp.1~7 (2019), 글로벌문화예술교육연구소[DOI]
- Hutchinson, G. E, "Prospective teachers' perspectives on teaching physical education: An interview study on the recruitment phase of teacher socialization", Journal of teaching in Physical Education, 12, pp.344~344 (1993)
- Jae Young Jung, "Analysis of Holistic Approaches in Frances Hodgson Burnett's The Secret Garden: Body, Brain, and Mind Connectivity", Research in Dance and Physical Education, 5(1), pp.13~19 (2021), 글로벌문화예술교육연구소[DOI]
- 김정모, "The Effect of Physical Activity on Social Development, Self-Esteem and Learning Attitude of Middle School Students", Research in Dance and Physical Education, 5(1), pp.41~51 (2021), 글로벌문화예술교육연구소[DOI]
- Ja Youn Kwon, "Expanded Roles of Physical Education Teacher Education in United States and Korea", Research in Dance and Physical Education, 1(1), pp.45~51 (2017), 글로벌문화예술교육연구소
- Kern, B. D, "Teacher beliefs and changes in practice through professional development", Journal of Teaching in Physical Education, 40(4), pp.606~617 (2021)
- Kulinna, P. H, "Preservice teachers' belief systems toward curricular outcomes for physical education", Research quarterly for exercise and sport, 81(2), pp.189~198 (2010)
- Lortie, D. C., "Schoolteacher: A sociological study", pp.1~54 (1975), University of Chicago Press
- Matanin, M, "Longitudinal analysis of preservice teachers' beliefs about teaching physical education", Journal of teaching in physical education, 22(2), pp.153~168 (2003)
- National Association for Sport and Physical Education, "National standards and guidelines for physical education teacher education" (2008), National Association for Sport and Physical Education
- Pajares, M. F, "Teachers’ beliefs and educational research: Cleaning up a messy construct", Review of Educational Research, 63, pp.307~332 (1992)
- Patton, K. G, "An inquiry about the value orientations of physical education preservice teachers and faculty (abstract)", Research Quarterly for Exercise and Sport, 72(1), pp.A75~A76 (2001)
- Schubert, W. H, "Teaching and thinking about curriculum: Critical inquiries", pp.211~227 (1990)
- SHAPE America, "Grade-level outcomes for K-12 physical education" (2013), SHAPE America
- Solmon, M. A, "Value orientations of preservice teachers", Research quarterly for exercise and sport, 66(3), pp.219~230 (1995)