Browse

Preservice Classooom Teachers' Identity Development in Learning to Teach Physical Education

Cited 3 time in Web of Science Cited 3 time in Scopus
Authors
Lee, Okseon; Jo, Kihee
Issue Date
2016-03
Publisher
Springer Singapore
Citation
The Asia-Pacific Education Researcher, Vol.25 No.4, pp. 627–635
Keywords
Preservice Classooom Teachers' Identity Development in Learning to Teach Physical Education사회과학Teacher identityPhysical educationClassroom teacher
Abstract
The purpose of this study was to examine preservice classroom teachers (PCTs) identity development as teachers of physical education (PE) in a methods course designed based on the thematic framework of learning to teach (Feiman-Nemser 2008). Ten PCTs (four male, six female) were selected, and data were collected from PCTs reflective journal entries, as well as individual interviews with participants. Inductive analysis of data revealed that PCTs identity as elementary PE teachers has been changed: (a) from a sport coach to a movement educator, (b) from a recess organizer to a curriculum implementer, and (c) from a classroom teacher to school-wide physical activity teacher. These changes have been facilitated by the teacher educators modeling behaviors, micro-teaching practice, and reflection combined with metaphor development in regard to the teaching and the teacher. This study highlights the important role of a methods course to help PCTs transform diverse learning experiences into legitimate sources of knowledge for their own identity development.
ISSN
0119-5646
Language
English
URI
https://hdl.handle.net/10371/117529
DOI
https://doi.org/10.1007/s40299-016-0290-5
Files in This Item:
There are no files associated with this item.
Appears in Collections:
College of Education (사범대학)Dept. of Physical Education (체육교육과)Journal Papers (저널논문_체육교육과)
  • mendeley

Items in S-Space are protected by copyright, with all rights reserved, unless otherwise indicated.

Browse