African American pre-service physical education teachers’ learning about aquatic courses

Sato, Takahiro; Ellison, Douglas W.; Eckert, Kevin

doi:10.1177/1356336x18774760

Cited by 5 publications

(5 citation statements)

References 40 publications

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“…However, they experienced difficulty in guiding their ELLs and providing clear explanations that focused on reasons for the errors of motor performance because of communication difficulty (see also O’Brien, 2011; Tan, 1996). Furthermore, the PE teachers acknowledged that they must understand a complex system of cultural values and ways of thinking and acting in PE (see also Sato & Hodge, 2016; Sato, Ellison, & Eckert, 2018). Cultural factors relating to biculturalism (LaFromboise, Coleman, & Gerton, 1993) and multiculturalism (Fowers & Richardson, 1996) can contribute to misunderstandings.…”

Section: Discussionmentioning

confidence: 99%

Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools

2018

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The purpose of this study was to explain secondary physical education (PE) teachers’ positioning regarding teaching English language learners (ELLs) in urban schools. PE teachers may be fearful of looking inward to examine and share their beliefs and values of hidden conscripts of race, ethnicity, class, and languages. This study found that PE teachers sought ways to include ELLs socially, academically, and culturally, but that they desired more opportunities for professional development on working with ELLs. This study encourages school districts and PE teachers to implement effective, culturally relevant instructional methods, and to develop a positive learning atmosphere for all students.

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Section: Discussionmentioning

confidence: 99%

Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools

2018

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“…CL relies on small and diverse groups of students collaborating to enhance both their own and each other's learning. Several PE teacher educator (PETE) programs have cited CL as an appealing option for teaching PE in-service teachers how to manage group tasks [34][35][36]. It has been examined whether CL training environments can contribute to teachers' self-efficacy in academic and PE settings [37,38].…”

Section: Of 16mentioning

confidence: 99%

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

Man

et al. 2023

Sustainability

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The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

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“…Kemampuan sikap dasar sangat berkaitan dengan aspek afektif atau bagian penting dari kecerdasan emosional dan merupakan bagian dari perkembangan individu (Nur, 2018;Sato, Ellison, & Eckert, 2018). Pembelajaran akuatik harus dapat memberikan stimulus kemampuan sikap dasar anak, bukan hanya pada keterampilan motorik dalam pembelajaran.…”

Section: Pendahuluanunclassified

Developing Basic Attitudes of Early Childhood Using Aquatic Learning Approach

Hafina

Nur

Rusmana

2019

PENJAS

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Penelitian ini dilakukan untuk mengetahui kontribusi pendekatan pembelajaran aquatik terhadap pengembangan kemampuan sikap dasar anak usia dini. Penelitian ini menggunakan one group pretest-posttest design dengan subyek penelitian adalah siswa taman kanak-kanak berusia 5-6 tahun sebanyak 8 siswa. Instrumen dalam penelitian ini menggunakan observasi terstruktur dan catatan lapangan mengenai sikap dasar anak yang meliputi menghormati aturan, berbagi perlengkapan, tanpa rasa takut, mendengarkan intruksi dan keinginan untuk berpartisipasi. Teknik analisis data yang digunakan adalah paired sample t-test. Hasil penelitian menunjukkan bahwa kemampuan sikap dasar anak usia dini mengalami peningkatan yang signifikan dengan nilai t sebesar 7,514. Penelitian dengan jumlah partisipan yang lebih besar perlu dilakukan untuk mengetahui dampaknya secara umum.

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African American pre-service physical education teachers’ learning about aquatic courses

Cited by 5 publications

References 40 publications

Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools

Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

Developing Basic Attitudes of Early Childhood Using Aquatic Learning Approach

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