The subject of physical education is viewed as being in a crisis, since the pace given for it in the schedule of classes for the compulsary school has been reduced with introduction of the most recent curriculum, Lpo 94. Researchers believe that collaboration would strengthen the position of the subject and of the in the physical education teachers in school and lead to a solution of the crisis. The purpose of this dissertation is to describe, analyze, and understand against this background experiences reported by physical education teachers of collaboration between the subject of physical education and other subjects in the compulsary school in order to be able to discuss the question as to whether collaboration can strengthen the position of the subject of physical education in the school and be asolution to what is called a crisis of the subject of physical education. The approach to the research includes a number of constituent studies, where an interview study of 30 teachers in the subject of physical education constitutes the main body of the dissertation. Basil Bernstein's concept of classification defines whether collaboration between subjects and teachers occurs or not. The concept of integrated code has defined the prevailing development in the school that includes collaboration among both subjects and teachers. The result shows that collaboration is not a general solution to the crisis in the subject of physical education. One type of collaboration can make more difficult another type of collaboration. Six different categories of collaboration in working groups involving physical education teachers have been defined. The different categories emerge as a result of the culture of the school, and the professional identity of the physical education teacher at the individual schools. Most teachers in the study work under the collection code. A group of teachers of several subjects are on their way toward integrated code but the subject of physical education is not part of the collaboration in any of the categories. Collaboration in itself has no great significance according to the results for the position of the subject of physical education in the schools as the subject mainly works under collection code. And even if the physical education teachers who collaborate in working groups have a strong position, it is rather an expression of the fact that they participate in the prevailing development in the school, where collaboration is one part, than collaboration by itself. The question is also whether there is a crisis during development in the schools toward integrated code. The physical education teachers need to discuss the content of the integrated code and its application to teaching in order to avoid future crises.

The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. / Graduation date: 2006

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 306-314).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 105-111).

Thesis (Ed.D.)--University of Central Florida, 2009. / Advisers: David Boote, Debbie Hahs-Vaughn. Includes bibliographical references (p. 147-153).

published_or_final_version / Education / Master / Master of Education

Using a qualitative case study approach, the purpose of the study was to explore the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience, that is, to gain insights into the 'sense making' process in which preservice teachers engage as they learn to teach during this experience. In addition, the study examined the factors which enhance or constrain this constructive process. The data analysis was guided by two research questions: What is the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience?; and what factors influence (enhance or constrain) the development of this knowledge during the practicum experience? The study was situated within the everyday experiences of four physical education preservice teachers as they completed an extended (thirteen week) practicum in secondary school settings. The methods used to collect data were those associated with qualitative case studies. They included lesson observations, in-depth interviewing, video and stimulated recall sessions of lessons taught by the participants, and journal writing. Separate cases have been written for each of the four participants, while the final chapter discusses the substantive issues that have arisen from the study. There were a number of conclusions that emerged from the study. With regards to the nature of practical knowledge constructed by preservice teachers the findings include its thematic development, the dynamic transformation of 'knowing that' into 'knowing how', how practical knowledge was evident but rarely heard in the practice of preservice teachers, and the role of each participant's image of himself or herself as a physical educator. A number of factors were identified that enhanced or constrained this process. These factors include prior coaching experiences, the role of sponsor teachers, the impact of university faculty advisors, video and stimulated recall sessions, and the teaching of a second subject by each participant. The study concludes by outlining a number of implications for teacher education. First, it suggests that during their teacher education program preservice teachers need to be taught how to learn from experience and that sponsor teachers have a key role to play in this process. Second, that biography has a significant impact in directing what and how preservice teachers learn about teaching during a practicum and that preservice teachers must be encouraged to examine and look beyond their own experiences when learning how to teach.

The purpose of this study was to explore changes that occurred in physical education since the introduction of the New York State Standards in 1996 and ways teacher educators perceive related changes in both school and Physical Education Teacher Education (PETE) programs. With the release of State and National Standards (NASPE, 1995), associated educational reform, assessment, and accountability have become important in physical education. Semi-structured individual interviews were conducted with six participants considered experts in state standards. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the qualitative data. The results of the analysis yielded three categories: (a) reasoning behind standards, which included rationales, developments, and comparisons, (b) impacts of standards, which involved PE effects, PETE reactions, and negative responses, and (c) actions resulting from standards which focused on implementation, leadership, assessments and accountability, and forward directions. Relationships between the properties within each category produced four areas of greatest interest/importance: implementation, PE effects, rationales, and forward directions. The result of this study is a focused look at standards-based reforms in New York State upon which teachers, administrators, PETE professionals, and educational policy makers may reflect.

Tyrimo objektas: kūno kultūros mokytojų didaktinės kompetencijos raiška. Tyrimo tikslas: nustatyti kūno kultūros mokytojo didaktinės kompetencijos raišką mokymo paradigmų kontekste. Darbo uždaviniai: 1. Išanalizuoti mokymo (si) paradigmos kaitos ir didaktinės kompetencijos raiškos tendencijas. 2. Nustatyti Kėdainių miesto mokyklų kūno kultūros mokytojų didaktinės kompetencijos raišką lyties aspektu. 3. Nustatyti Kėdainių miesto mokyklų kūno kultūros mokytojų didaktinės kompetencijos raišką darbo stažo aspektu. Rezultatai ir išvados. Reikalavimai mokytojų didaktinei kompetencijai keičiasi kintant požiūriui į mokymo ir mokymosi prigimtį, santykį bei galimybes, taip pat kintant nacionaliniams švietimo tikslams. Mokytojui nebepakanka atlikti vien tik žinių perteikėjo, vertintojo ir teisėjo vaidmenis. Mokytojo vaidmuo suprantamas kaip pagalbininko, kuris turi rūpintis besimokančiojo žinių kūrimo procesu. Atlikus tyrimą nustatyta, kad Kėdainių kūno kultūros mokytojų didaktinės kompetencijos raiška, vertinant jų mokymo (si) tikslus, mokinių vertinimą, mokinių mokymosi motyvaciją lyties aspektu nesiskiria (p > 0,05), o vertinant pagal atskirus teiginius jų darbo stilių, mokymo (si) metodus ir mokymo (si) turinį, lyties aspektu skiriasi statistiškai reikšmingai (p < 0,05). Kėdainių kūno kultūros mokytojų didaktinės kompetencijos raiška, vertinant jų darbo stilių, mokymo (si) tikslus, mokymo (si) turinį, mokymo (si) metodus, mokinių vertinimą darbo stažo aspektu nesiskiria (p > 0,0... [toliau žr. visą tekstą] / Object of the study: expression of didactic competence of physical education teachers. Aim of the study: to determine the expression of didactic competence of physical education teachers in the context of teaching paradigms. Objectives: 1. To analyse the trends of changes in teaching (learning) paradigms and of didactic competence expression. 2. To determine the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to sex. 3. To determine the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to work experience. Results and conclusions. The requirements to the didactic competence of teachers change as the attitude towards the nature of teaching and learning, relationship and opportunities change, also because the goals of national education change. The teacher in not only the person who shares the knowledge, who evaluates and judges anymore. Now he/she is a person who helps, who is responsible for the process of knowledge creation. The study revealed that the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to sex in evaluating their aims of teaching and studying, evaluation of students, students‘motivation to learn did not differ (p > 0,05), and in comparing separate statements – style of work, methods of teaching and learning and content – statistically differed significantly according to sex (p < 0,05). The... [to full text]

Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered. / School of Physical Education