What and How Preservice Physical Education Teachers Observe during an Early Field Experience

Allison, Pamela C.

doi:10.1080/02701367.1987.10605456

Cited by 18 publications

(13 citation statements)

References 12 publications

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“…Occasionally the videotape of the interview/lesson is supplemented by 'think aloud' procedures (Allison, 1987;Tjeerdsma, 1997). These are used for analysis or to assist the subject's recall.…”

Section: Introductionmentioning

confidence: 99%

Stimulated recall: a report on its use in naturalistic research

Lyle

2003

British Educational Res J

528

351

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Stimulated recall (SR) is a family of introspective research procedures through which cognitive processes can be investigated by inviting subjects to recall, when prompted by a video sequence, their concurrent thinking during that event. Variations of the generic approach are widely used and many of the studies treat SR as non‐problematic. The article reviews the strengths and weaknesses of SR and exemplifies its use in a study of non‐deliberative decision‐making by sports coaches. The study reaffirms the potential limitations of subjects reordering their accounts in response to activating deeper memory structures and in order to maintain biases of control and a priori theory affirmation. Nevertheless, the procedure successfully elicited expert accounts of decisions taken and maintained the benefits of the naturalistic context. The article concludes that SR is a valuable tool for investigating cognitive processes, although care has to be taken with research designs. The value is enhanced when there is immediacy of recall, consonance between questions and cognitive organisation, and indirect means of introspection in complex interactive contexts, such as the classroom. It has considerable potential in both research and as the basis of training programmes.

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Section: Introductionmentioning

confidence: 99%

Stimulated recall: a report on its use in naturalistic research

Lyle

2003

British Educational Res J

528

351

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“…Recently, teacher educators have begun to study observation as it is taught and learned in professional preparation programs and have focused attention on its development (Allison, 1987;Bell, Barrett, & Allison, 1985;Bressan & Weiss, 1982). It would seem important for some of this attention to be focused on what observational strategies preservice teachers possess and how they use 28 such strategies In observational field settings.…”

Section: Strategies Of Observing During Field Experiences Pamela C Amentioning

confidence: 98%

Strategies of Observing during Field Experiences

Allison

1988

Journal of Physical Education, Recreation & Dance

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“…Par contre, la qualité de l'engagement en termes de degré de réussite semble être une notion plus difficile à acquérir. En ce sens, les conclusions de diverses études visant à identifier les croyances ou les préoccupations des futurs intervenants ont également indiqué qu'ils n'avaient pas naturellement tendance à évaluer l'enseignement en termes de qualité des apprentissages réalisés par les participants (Allison, 1987;Bell et al, 1985;Belka, 1988;Placek et Dodds, 1988).…”

Section: La Programmationunclassified

L’efficacité de l’enseignement telle que perçue par des éducateurs physiques en formation

Spallanzanı

Tousignant

2009

rse

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Le but de cette étude est de dégager, à partir des perceptions d’étudiants débutant un programme de formation professionnelle en activité physique, les facteurs qu’ils associent à un enseignement efficace. Quarante-sept personnes inscrites à un cours de pédagogie ont observé des séquences d’enseignement qu’elles ont analysées de façon subjective au début et à la fin du cours. L’analyse du contenu des réponses révèle que, dès le début de leur formation, les étudiants sont en mesure d’identifier des comportements et des attitudes d’enseignants qu’ils jugent plus ou moins appropriés, mais qu’ils sont relativement peu sensibles à ce que font les apprenants. À la fin du cours, ils décrivaient de façon plus spécifique certains aspects du comportement des intervenants et ils étaient plus sensibles aux variables associées au comportement des apprenants.The aim of this research is to define those factors which students associate with efficient teaching, as analysed from the perceptions of students who were beginning a teacher training program in physical education. The subjects, 47 students in a teaching course, were required to observe a series of teaching activities and to subjectively analyse these at the beginning and at the end of the course. Analysis of the responses shows that, from the beginning of their training, these students are able to identify those teachers' attitudes and behaviors which they judge to be more or less appropriate, but they are relatively less sensitive to learners' behaviors. At the end of the course, the subjects are able to describe certain aspects of teachers' behavior in a more specific way and they are more sensitive to variables associated with learners' behavior.El objetivo de esta investigación consiste en desprender, a partir de las percepciones de los estudiantes debutantes en un programa de formación profesional en actividad fisica, los factores que los estudiantes asocian con una enseñanza eficaz. 47 personas inscritas en un curso de pedagogia observaron secuencias de enseñanza que analizaron en forma subjectiva a comienzos y al final del curso. El análisis del contenido de las respuestas revela que desde el comienzo de su formación, los estudiantes están en medida de identificar conductas y actitudes de maestros que ellos consideran más o menos aproiadas, pero que éstos están relativemente poco sensibilizados a lo que hacen los alumnos. Al final del curso, los alumnos podían describir en forma más especifica ciertos aspectos de la conducta de los maestros y estaban más sensibles a las variantes asociadas con la conducta de los alumnos.Das Ziel dieser Untersuchung ist die Findung der Faktoren, die Studenten am Beginn ihrer Berufsausbildung als Sportlehrer gemäss ihren eigenen Auffassungen mit einem wirksamen Unterricht verbinden. 47 (siebenundvierzig) Personen, die in eine Pädagogikvorlesung eingeschrieben waren, haben Unterrichtsfolgen beobachtet, die sie am Beginn und am Ende der Vorlesung subjektiv analysiert haben. Aus den Antworten geht hervor, dass die Studenten bereits am ...

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What and How Preservice Physical Education Teachers Observe during an Early Field Experience

Cited by 18 publications

References 12 publications

Stimulated recall: a report on its use in naturalistic research

Stimulated recall: a report on its use in naturalistic research

Strategies of Observing during Field Experiences

L’efficacité de l’enseignement telle que perçue par des éducateurs physiques en formation

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