Perception Differences in Curriculum B etween PETE Students and Induction Teachers

1. Perception Differences in Curriculum Between PETE Students and Induction Teachers Chris Gentry, Julene Ensign, Tom Trendowski, Erika Hackman, and Dr. Kim Graber

2. Purpose • To determine the extent of differences between preservice and induction teachers with regard to physical education curriculum

3. Literature Review • “Even when 1st year teachers have received strong preparation, they have difficulty sustaining the intense commitment necessary to ensure quality physical education programs.” (p. 317)(Stroot & Whipple, 2003) • The impact of occupational socialization of other PE teachers can impact and alter the teaching habits of beginning PE teachers (Keay, 2009) • Preserviceteachers have an active role in shaping their teaching destiny, but societal institutions and influences also play a major role (Graham, Hohn, Werner, & Woods, 1993)

4. Theoretical Framework Occupational Socialization • “all kinds of socialization that initially influence persons to enter the field of physical education and later are responsible for their perceptions and actions as teacher educators and teachers” (Lawson, 1986) Three Types of Socialization: • Acculturation • Professional Socialization • Organizational Socialization

5. Methods Participants from 2 Midwestern Universities • 1 large state university (enrollment = 30,000+) • 1 small private university (enrollment = 1200) Preservice • Current student teaching placement or placement the following semester Induction • Employment for < 2 years in Physical Education

6. Data Collection & Analysis Qualitative Method • 19 Formal, semi-structured Interviews • Sample Question • Analysis: Huberman & Miles’ (1994) process including data collection, data reduction, data display, data analysis

7. Themes

8. Theme: Classroom Management Classroom Management: PETE programs Do Not Always Prepare Induction Teachers • Do PETE programs influence teachers’ knowledge, skills, values and sensitivities? • Both Preservice and Induction Teachers say “YES!” • Do PETE programs prepare teachers to effectively manage the classroom environment? • Induction teachers say “NO!”

9. Theme: Classroom Management “There was no class at (State) that prepared me for anything [regarding] management that I had to deal with.” (Mr. Zigg, State University induction teacher) “It doesn’t matter how many times you go over safety in a setting like a classroom. I was not prepared for all the issues that I would have with the kids the first semester.” (Ms. Rolf, Private University induction teacher)

10. Theme: Classroom Management • The concerns pre-service teachers have regarding management and discipline issues remain strong despite attempts to refocus attention on students (Woods, Goc Karp, & Escamilla, 2000) • Over time, persistent issues with student behavior may lead to wash-out, a period of time when the educational program lessens (Zeichner & Tabachnick, 1981)

11. Theme: Curricular Collaboration Cross-Curricular Activities are Important in PE • All groups believed it was important to include cross-curricular activities in physical education • Collaboration/Teamwork between physical education and classroom teachers supports curriculum “When I become a teacher, I would envision myself communicating a lot with other teachers in the school and trying to incorporate different units in math and science and all those classes and incorporate it into PE.” (Marty, State University preserviceteacher)

12. Theme: Curricular Collaboration • Cross-curricular knowledge has been shown to increase literacy (Mears, 2003) as well as increase participation and enjoyment of physical education (Stivaktaki, Mountakis, & Bournelli, 2010) • Outcomes for students are influenced by the beliefs that teachers hold (Xiang, Lowy, & McBride, 2002)

13. Theme: Lifespan Skill Development A Purpose/Outcome of Physical Education: Physical Activity for a Lifetime • All groups believed lifelong skills for physical activity = the most important outcome of physical education “Physical activity isn’t just something that should be taking place in school, but it needs to be something that you’re building on for a lifetime.” (Carol, Private University preserviceteacher)

14. Theme: Lifespan Skill Development “I want kids to walk away with, I guess knowing that physical activity is vital to life. I just really want them to take things we learn and just apply them to real life.” (Ms. Azaro, State University induction teacher)

15. Theme: Lifespan Skill Development • Main goal of physical education is to prepare youth for a lifetime of physical activity and provide them with physical activity during physical education classes (Sallis, McKenzie, Beets, Beighle, Erwin, & Lee, 2012). • “Regular participation in physical activity is an essential component of a healthy lifestyle” (p.683) (Biddle, Gorely, &Stensel, 2004)

16. So, what now? • Provide authentic field experiences early and often in order to provide more practice with classroom management

17. So, what now? • Work to close the gap between PETE pedagogy and the applied knowledge induction teachers need by specifically, helping PETE students understand that… • Content integration requires intentionality • Contextual factors in the field can AND do limit curriculum

18. So, what now? • Provide effective PETE instruction on developmentally-appropriate lifespan skills across the K-12 curriculum

19. References Biddle, S.J.H., Gorely, T., & Stensel, D. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22, 679–701. Graham, K. C., Hohn, R. C., Werner, P. H., & Woods, A. M. (1993). Prospective PETE students, PETE student teachers, and clinical model teachers in a university teacher education program. Journal of Teaching in Physical Education, 12, 161-179. Huberman, A.M., & Miles, M.B. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage. Keay, J. (2009). Being influenced or being an influence: New teachers’ induction experiences. European Physical Education Review, 15, 225-247. Lawson, H.A. (1986). Occupational socialization and the design of teacher education programs. Journal of Teaching in Physical Education, 5, 107-116. Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Physical education's role in public health: Steps forward and backward over 20 years and hope for the future. Research Quarterly for Exercise and Sport, 83, 125-135. Stivaktaki, C., Mountakis, C., & Bournelli, P. (2010). The effect of a cross-curricular study programme in physical education on the attitudes and perceptions of Greek children towards traditional (folk) dance in the first year of secondary school. Research In DanceEducation, 11(3), 193-211. Stroot, S.A., & Whipple, C.E. (2003). Organizational socialization: Factors effecting beginning teachers. In S.J. Silverman & C.D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction(pp. 275-294). Champaign, IL: Human Kinetics. Woods, M., Goc Karp, G., & Escamilla, E. (2000). Preservice teachers learning about students and the teaching-learning process. Journal of Teaching in Physical Education, 20, 15-39. Xiang, P., Lowy, S., & McBride, R. (2002). The Impact of a field-based elementary physical education methods course on preservice classroom teachers’ beliefs. Journal of Teaching in Physical Education, 21, 145- 161. Zeichner, K.E., & Tabachnik, N.R. (1981). Are the effects of university teacher education "washed out" by school practice? Journal of Teacher Education, 32, 7-11.