The Development of Teaching Skills in Preservice Teachers
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Although there has been substantial research on knowledge development in pre-service teachers (PTs) and the impediments that PTs face as they enter the teaching profession, there has been little direct research on the ability of PTs to learn and exhibit technical skills of teaching as a function of their undergraduate teacher education experience. In the present study, 19 PTs were assessed on their ability to exhibit teaching skills associated with an integrated model based on the combination of Direct Instruction and health-related physical education. The PTs performed one peer-taught lesson prior to the delivery of content in a universitylevel elementary methods class. After delivery of the course content, the PTs performed a second peer-taught lesson. Both peer-taught lessons were videotaped. The PTs also applied the integrated model in a clinical setting at an elementary school. The PTs taught lessons to entire classes of children that were videotaped. Analysis of the lessons indicated that the PTs improved somewhat in their ability to demonstrate the teaching skills associated with the integrated model, but that a large number of teaching skills were not achieved. Some teaching skills were easier and many were more difficult for PTs to demonstrate. It was hypothesized that PTs lack content and pedagogical content knowledge or their perceptions of the nature of teaching physical education obtained through their participation as students in P-12physical education might explain the difficulty integrating teaching skills into their repertoire.
Abstract
Although there has been substantial research on knowledge development in pre-service teachers (PTs) and the impediments that PTs face as they enter the teaching profession, there has been little direct research on the ability of PTs to learn and exhibit technical skills of teaching as a function of their undergraduate teacher education experience. In the present study, 19 PTs were assessed on their ability to exhibit teaching skills associated with an integrated model based on the combination of Direct Instruction and health-related physical education. The PTs performed one peer-taught lesson prior to the delivery of content in a universitylevel elementary methods class. After delivery of the course content, the PTs performed a second peer-taught lesson. Both peer-taught lessons were videotaped. The PTs also applied the integrated model in a clinical setting at an elementary school. The PTs taught lessons to entire classes of children that were videotaped. Analysis of the lessons indicated that the PTs improved somewhat in their ability to demonstrate the teaching skills associated with the integrated model, but that a large number of teaching skills were not achieved. Some teaching skills were easier and many were more difficult for PTs to demonstrate. It was hypothesized that PTs lack content and pedagogical content knowledge or their perceptions of the nature of teaching physical education obtained through their participation as students in P-12physical education might explain the difficulty integrating teaching skills into their repertoire.
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