The purpose of the study was to investigate the relationship between the implicit belief system of the physical education pre-service teacher as measured by Weber's (1977) Teacher Competency Questionnaire and selected teacher behaviors as measured by Birdwell's (1980) Academic Learning Time-Physical Education-Teacher Behavior systematic observation instrument. Fourteen junior pre-service physical education teachers served as subjects for the study. Following a thirteen week course in teaching methodology, which included instruction in Mosston's (1981) spectrum of teaching styles, each subject prepared and presented three 5 minute micro-lessons. Each lesson was taught in a different Mosston teaching style, excluding command style. The micro-lessons were video taped and subsequently the teacher behaviors only were coded by two trained observers using Birdwell's Academic Learning Time-Physical Education-Teacher Behavior observation instrument. Each subject also completed an informal survey which asked the subject to list at least ten qualities, based on his/her own perception, of a good teacher. The relationship between intended teaching behaviors and actual behaviors of the subjects in their micro-teaching was examined. Also, the subject responses to clustered items on the Weber TCQ were compared with frequencies of specific teacher behaviors using the Pearson product-moment correlation statistical procedure. / The results of the investigation indicated a wide discrepancy between intended teaching behavior and demonstrated teaching behavior. Intended behaviors, such as monitoring, occurred at lower than anticipated frequencies, while the frequency of actual demonstrated teacher behaviors, such as giving directions and feedback, occurred at much higher than anticipated frequencies. Seven of the eleven correlations examined between the results of the clustered Weber questionnaire items and the frequencies of the corresponding teacher behavior were negative. These relationships suggest that even though the subjects indicated that the specific competencies cited in the Weber questionnaire were "of very great importance", they were either unable or unwilling to demonstrate those competencies in supporting frequencies during their micro-teaching experience. Further, the data suggest that the implicit belief system of the pre-service teacher concerning the teaching of physical education may have a critical impact on actual teaching behaviors. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1732. / Major Professor: Beverly J. Yerg. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76328 |
| Contributors | Newman, Karren Yvonne., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 169 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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