Objective: The purpose of this study was to ascertain the perceptions of entry-level certified athletic trainers on the helpfulness of proposed standards for athletic training clinical education settings.Design and Setting: A 22 item questionnaire was developed based on 12 proposed standards for clinical education settings. The questionnaire was mailed to entry-level certified athletic trainers (those certified in 1997). The individuals in this sample were chosen due to their relatively recent education and work experience. Subjects were asked to rate the helpfulness of each standard. Using an open-ended question, subjects were also asked to identify the aspects of clinical education which prepared them best to fulfill employment responsibilities.Measurements: Frequency counts were computed for the degree of compliance with each clinical education setting standard, time devoted to clinical experience (hours and semesters) and clinical experience settings. Mean scores were computed from respondents' perceptions of helpfulness of clinical education setting standards and the role of clinical education in professional development of these athletic trainers. Chisquare with a significance level set at .05 was used to compare demographic and experience information to the perceived helpfulness of each clinical education setting standard.Results: Compliance with the proposed standards was high (mean = 89.9%, range 75.2% - 99.2%). Standards were perceived as "very helpful" (mean = 4.17/5.0). Only standards # 8 Single Coordinator of Clinical Education (mean = 3.58) and # 11 Professionally Active Clinical Instructor (mean = 3.96) were perceived as less than "very helpful.” Chi-square analyses revealed very little interaction between independent demographic variables and preparation for employment as an entry-level athletic trainer.Conclusions: The proposed standards for selecting and evaluating athletic training clinical education setting are helpful and should be considered for implementation in an athletic training education program. The standards can be used by all students and program administrators to evaluate a current or potential clinical education setting.Key Words: compliance, selection, evaluation, clinical experience, clinical instruction / Department of Educational Leadership

Made available in DSpace on 2016-04-28T20:56:47Z (GMT). No. of bitstreams: 1 Selma Colonna de Oliveira Silva.pdf: 649979 bytes, checksum: 2197947d62bd1fe3bdfa9cf3cc34a281 (MD5) Previous issue date: 2014-08-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to identify the fundamentals of TDIC proposed standards in relevant training initiatives, recorded in the literature, and how such proposals are reflected in the curriculum of teacher education. To do so, we developed a documentary research study which required a specific methodological approach to the construction of its analysis parameters. This trend had distinct phases of collection, selection and analysis of information, both for the development of analytical tools (scripts) as to the actual analysis of the data collected by these instruments and their results. In a first phase, the corpus of the research were the training standards present in eight national and international initiatives whose analysis consisted of preliminary parameters at a later stage, to identify the existence of patterns in TDIC present in curricular programming degree courses in pedagogy of São Paulo State universities. In addition, these parameters, we designed a set of six dimensions of analysis of TDIC skills that can be addressed in initial teacher training, which included the theoretical contributions of Millman & Darling-Hammond (1997), Tuijnman & Postlethwaite (1994) , Ravitch (1996), Reigeluth (1997), Gros & Silva (2004), Piccioto (2005), Costa (2010), Almeida (2009, 2011), Almeida and Valente (2011) and Novaes (2013), among others. In the result set of analyzes, it was possible to identify that the current setting of curricula, there is an impossibility of adopting training standards TDIC because the vast majority of subjects, dealing specifically with the pedagogical use of TDIC, are optional and also by permanence of designing a curriculum more instrumental than integrative of TDIC in pedagogical practice / Esta pesquisa tem como objetivo identificar quais os fundamentos dos padrões em TDIC propostos em relevantes iniciativas de formação, registradas na literatura da área, e como tais propostas se refletem nos currículos de formação inicial de professores. Para tanto, desenvolveu-se uma pesquisa documental cujo estudo demandou uma trajetória metodológica específica para a construção dos seus parâmetros de análise. Esta trajetória contou com fases distintas de coleta, seleção e análise de informações, tanto para a elaboração dos instrumentos de análise (roteiros) quanto para a própria análise dos dados levantados por esses instrumentos e seus resultados. Em uma primeira fase, o corpus da pesquisa foram os padrões de formação presentes em oito iniciativas nacionais e internacionais cuja análise se constituiu em parâmetros preliminares para, em fase posterior, identificar a existência de padrões em TDIC presentes na programação curricular de cursos de licenciatura em Pedagogia de Universidades públicas paulistas. Além desses parâmetros, foi elaborado um conjunto de seis dimensões de análise das competências em TDIC que podem ser abordadas na formação inicial de professores, que contou com os aportes teóricos de Millman & Darling-Hammond (1997), Tuijnman & Postlethwaite (1994), Ravitch (1996), Reigeluth (1997), Gros & Silva (2004), Piccioto (2005), Costa (2010), Almeida (2009, 2011), Almeida e Valente (2011) e Novaes (2013), entre outros. No conjunto de resultados das análises, foi possível identificarmos que, na configuração atual dos currículos, existe uma inviabilidade em se adotar padrões de formação TDIC pelo fato da grande maioria das disciplinas, que tratam especificamente do uso pedagógico das TDIC, serem optativas e também pela permanência da concepção de uma estrutura curricular mais instrumental do que integradora das TDIC na prática pedagógica