Using Pedagogical Reflective Strategies to Enhance Reflection among Preservice Physical Education Teachers

Abstract

The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert,1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education major were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course’s regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers.

Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education

“…Similarly, embedding instruction about the effective use of PDA within an existing undergraduate course, providing a framework for structuring dialogue and providing practice opportunities using PDA prior to the in-school visits was essential for ensuring that the quality of the feedback provided by peers was maximised. Traditionally, teacher education programs in HE generally focus on developing pedagogical and subject content knowledge; skills and attitudes necessary for effective teaching; and capacity for reflection and ongoing learning in pre-service teachers (Institute of Medicine, 2013;Sims, 2006;Tsangaridou & O'Sullivan, 1994). Early work by Zeichner and associates, endorses that the ability to think about why and what one does is vital to intelligent teaching practice, and that developing reflective teachers is essential (K. Zeichner, 1987;K.…”

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

“…In the context of PE, Tsangaridou & O'Sullivan (1994) developed a framework called reflective framework for teaching in physical education (RFTPE). The RFTPE is primarily developed from a synthesis of literature on reflective practice.…”

Physical Education Teacher Candidates' Beliefs About Instructing Students With Disabilities in Adapted Aquatics

“…Scholars have insisted that PETE programs need to enhance future practitioners' knack for reflective practice in action (Hodge et al, 2003;Tsangaridou & O'Sullivan, 1994). Hodge et al (2003) indicate that reflection though journaling on their learning experiences is beneficial to the preparation of physical education majors who carry out such reflections.…”