Preservice teacher observations in peer coaching

Journal of Teaching in Physical Education

Volumn 24, Issue 1, 2005, Pages 2-23

  Jenkins, Jayne M ^a,c   Garn, Alex ^b   Jenkins, Patience ^a,c  

^a UNIVERSITY OF WYOMING   (United States)

^b INDIANA UNIVERSITY   (United States)

^c UNIVERSITY OF WYOMING COLLEGE OF HEALTH SCIENCES   (United States)

Author keywords

Pedagogical content knowledge; Preservice teacher education; Systematic observation

Indexed keywords

EID: 14544269017     PISSN: 02735024     EISSN: None     Source Type: Journal    
DOI: 10.1123/jtpe.24.1.2     Document Type: Review

References (51)

1. American Alliance of Health, Physical Education, Recreation, and Dance. (1999). Physical best activity guide elementary level: Preparing a lifetime of fitness through physical education today. Champaign, IL: Human Kinetics.
2. Allison, P.C. (1987). What and how preservice physical education teachers observe during an early field experience. Research Quarterly for Exercise and Sport, 58, 242-249.
3. Allison, P.C., & Pissanos, B.W. (1993). The teacher as observer. Action in Teacher Education, 15, 47-54.
4. Andersen, N.A., & Radencich, M.C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23(3), 66-74.
5. Barrett, K.R., Allison, P.C., & Bell, R. (1987). What preservice physical education teachers see in the unguided field experience: A follow-up study. Journal of Teaching in Physical Education, 7, 12-21.
6. Behets, D. (1993). Systematic observation training for preservice physical education teachers. Physical Educator, 50, 87-94.
7. Behets, D. (1996). Comparison of visual information processing between preservice students and experienced physical education teachers. Journal of Teaching in Physical Education, 16, 79-87.
8. Bell, R., Barrett, K.R., & Allison, P.C. (1985). What preservice physical education teachers see in an unguided early field experience. Journal of Teaching in Physical Education, 4, 81-90.
9. Byra, M. (1992). Measuring qualitative aspects of teaching in physical education. Journal of Physical Education, Recreation, and Dance, 63(3), 83-89.
10. Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 4, 263-272.
11. Feiman-Nemser, S., & Parker, M.B. (1990). Making subject matter part of the conversation in learning to teach. Journal of Teacher Education, 41(3), 32-43.
12. Foss, D.H., & Kleinsasser, R.D. (1996). Pre-service elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12, 429-442.
13. Graham, G., Holt/Hale, S., & Parker, M. (2001). Children moving: A reflective approach to teaching physical education (5th ed.). Palo Alto, CA: Mayfield.
14. Graham, K.C., French, K.E., & Woods, A.M. (1993). Observing and interpreting teachinglearning processes: Novice PETE students, experienced PETE students, and expert teacher educators. Journal of Teaching in Physical Education, 13, 46-61.
15. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teacher's College Press.
16. Jenkins, J. (2002). Peer coaching for preservice teachers in a field setting. Journal of Span Pedagogy, 8(1), 20-37.
17. Jenkins, J., Hamrick, C., & Todorovich, J. (2002). Peer coaching data collection tools. Journal of Physical Education, Recreation, and Dance, 73(4), 47-53.
18. Jenkins, J., & Veal, M.L. (2002). Preservice teachers' PCK development during peer coaching. Journal of Teaching in Physical Education, 22(1), 49-68.
19. Jensen, M. (1980). Teaching: An open skill, implications for teacher training. Quest, 32(1), 60-70.
20. Joyce, B.R., & Showers, B. (1988). Student achievement through staff development: White Plains, NY: Longman.
21. Joyce, B.R., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). White Plains, NY: Longman.
22. Kleine, P.F., & Pereira, P. (1970). Limits of perception: What teacher trainees see and don't see in classrooms. School Review, 17, 483-497.
23. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
24. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 42(3), 3-11.
25. McAllister, E.A., & Neubert, G.A. (1995). New teachers helping new teachers: Preservice peer coaching. Bloomington, IN: EDINFO Press.
26. McCallister, S.G., & Napper-Owen, G. (1999). Observation and analysis of skills of student teachers in physical education. Physical Educator, 56(1), 19-32.
27. McCaughtry, N. (2004). The emotional dimensions of a teacher's pedagogical content knowledge: Influences on content, curriculum, and pedagogy. Journal of Teaching in Physical Education, 23, 30-47.
28. McCaughtry, N., & Rovegno, I. (2003). The development of pedagogical content knowledge: Moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22, 355-368.
29. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
30. Mosston M., & Ashworth, S. (2002). Teaching physical education (5th ed.). New York: Benjamin Cummings.
31. Parker, M. (1989). Academic learning-time physical education (ALT-PE), 1983 revision. In P. Darst, D. Zakrajsek, & V. Mancini (Eds.), Analyzing physical education and span instruction (2nd ed.) (pp. 195-205). Champaign, IL: Human Kinetics.
32. Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
33. Placek, J.H. (1983). Conceptions of success in teaching: Busy, happy, and good? In T.J. Templin & J.K. Olson (Eds.), Teaching in physical education (pp. 46-56). Champaign, IL: Human Kinetics.
34. Rink, J.E., French, K., Lee, A.M., Solmon, M.A., & Lynn, S.K. (1994). A comparison of pedagogical knowledge structures of preservice students and teacher educators in two institutions. Journal of Teaching in Physical Education, 13, 140-162.
35. Rink, J.E., & Werner, P.H. (1989). Qualitative measures of teaching performance scale. In P. Darst, D. Zakrajsek, & V. Mancini (Eds.), Analyzing physical education and sport instruction (2nd ed.) (pp. 269-276). Champaign, IL: Human Kinetics.
36. Roberton, M.A., & Halverson, L.E. (1984). Developing children-Their changing movement. In B.J. Logsdon, K.R. Barrett, M. Ammons, M.R. Broer, L.E. Halverson, R. McGee, & M. A. Roberton (Eds.), Physical education for children: A focus on the teaching process (pp. 24-86). Philadelphia: Lea & Febiger.
37. Rovegno, I.C. (1992). Learning a new curricular approach: Mechanisms of knowledge acquisition in preservice teachers. Teaching and Teacher Education, 8, 252-264.
38. Rovegno, I.C. (1993a). The development of curricular knowledge: A case of problematic pedagogical content knowledge during advanced knowledge acquisition. Research Quarterly for Exercise and Sport, 64, 56-68.
39. Rovegno, I.C. (1993b). Content-knowledge acquisition during undergraduate teacher education: Overcoming cultural templates and learning through practice. American Educational Research Journal, 30, 611-642.
40. Rovegno, I.C., Chen, W., & Todorovich, J. (2003). Accomplished teachers' pedagogical content knowledge of teaching dribbling to third grade children. Journal of Teaching in Physical Education, 22, 426-449.
41. Schempp, P.G. (1993). Constructing professional knowledge: A case study of an experienced high school teacher. Journal of Teaching in Physical Education, 13, 2-23.
42. Schempp, P.G. (1995). Learning on the job: An analysis of the acquisition of a teacher's knowledge. Journal of Research and Development in Education, 28, 237-245.
43. Schempp, P.G., Manross, D., Tan, S.K.S., & Fincher, M.D. (1998). Subject expertise and teachers' knowledge. Journal of Teaching in Physical Education, 17, 342-356.
44. Sebren, A. (1995). Preservice teachers' reflections and knowledge development in a field-based elementary physical education methods course. Journal of Teaching in Physical Education, 14, 262-283.
45. Shannon, D.M. (1994). The development of preservice teacher knowledge. Professional Educator, 17, 31-39.
46. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
47. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
48. Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage.
49. Waxman, H.C., Rodriguez, J.E., Padron, Y.N., & Knight, S.L. (1988). The use of systematic classroom observations during field experience components of teacher education programs. College Student Journal, 22, 199-202.
50. Wynn, M.J., & Kromrey, J. (1998, February). Paired peer placement with peer coaching to enhance prospective teachers' professional growth in early field experience. Paper presented at the annual conference of the Eastern Educational Research Association, Tampa, FL.
51. Yinger, R.J. (1987). Learning the language of practice. Curriculum Inquiry, 17, 293-318.