What Do They Reflect on?—A Mixed-Methods Analysis of Physical Education Preservice Teachers’ Written Reflections After a Long-Term Internship
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What Do They Reflect on?—A Mixed-Methods Analysis of Physical Education Preservice Teachers’ Written Reflections After a Long-Term Internship. / Greve, Steffen; Weber, Kira Elena; Björn, Brandes et al.
In: Journal of Teaching in Physical Education, Vol. 41, No. 4, 01.10.2022, p. 590-600.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - What Do They Reflect on?—A Mixed-Methods Analysis of Physical Education Preservice Teachers’ Written Reflections After a Long-Term Internship
AU - Greve, Steffen
AU - Weber, Kira Elena
AU - Björn, Brandes
AU - Maier, Jessica
PY - 2022/10/1
Y1 - 2022/10/1
N2 - Purpose : A previous study about a long-term internship implemented in the Master’s program of eleven physical education preservice teachers showed that the preservice teachers had low performance scores in the area of Instructional Support. These results left many questions unanswered, so the written self-reflections of the preservice teachers were investigated. Method and Results : A quantitative content analysis of their written reflections, based on the dimensions of the Classroom Assessment Scoring System K–3, showed that the participants pay little attention to the domain of Instructional Support. A qualitative content analysis showed that the preservice teachers relied on self-made experiences and the advice given by their mentors from school who pay little attention to Instructional Support. Discussion and Conclusion : Instructional Support should be given a higher priority in the context of long-term internships and in accompanying reflective assignments, especially with regard to differentiation and inclusion of all students.
AB - Purpose : A previous study about a long-term internship implemented in the Master’s program of eleven physical education preservice teachers showed that the preservice teachers had low performance scores in the area of Instructional Support. These results left many questions unanswered, so the written self-reflections of the preservice teachers were investigated. Method and Results : A quantitative content analysis of their written reflections, based on the dimensions of the Classroom Assessment Scoring System K–3, showed that the participants pay little attention to the domain of Instructional Support. A qualitative content analysis showed that the preservice teachers relied on self-made experiences and the advice given by their mentors from school who pay little attention to Instructional Support. Discussion and Conclusion : Instructional Support should be given a higher priority in the context of long-term internships and in accompanying reflective assignments, especially with regard to differentiation and inclusion of all students.
KW - Physical education and sports
KW - Classroom Assessment Scoring System (CLASS)
KW - instructional support; physical education teacher education (PETE)
KW - quantitative-qualitative research; reflective teaching
KW - teaching quality in PE
UR - https://www.mendeley.com/catalogue/ffd445c4-b4c4-3214-a399-b0f759e00042/
U2 - 10.1123/jtpe.2021-0103
DO - 10.1123/jtpe.2021-0103
M3 - Journal articles
VL - 41
SP - 590
EP - 600
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
SN - 0273-5024
IS - 4
ER -