Title of Research Grant Proposal
What Socialization Factors Influence How Preservice Teachers Employ Teaching Styles?
Purpose of Research Study
In recent years the field of physical education pedagogy has seen a significant amount of research investigating the influence of occupational socialization (Lawson, 1983) on how preservice and inservice teachers perform their teaching duties. Socialization studies have primarily investigated the delivery of games centered approaches (Parkes & Hemphill, in press), with some investigation into curriculum design (Prior & Curtner-Smith, 2020), and teacher coach role conflict (Richards, 2015). However, to date there is limited data available on how occupational socialization influences preservice teachers use of teaching styles. The overarching purpose of this study is to investigate how preservice teachers employ the Spectrum of Teaching Styles during physical education methods courses at the University of South Alabama. Specifically, the researchers are interested in investigating how preservice teachers use teaching styles during peer teaching and K-12 early field experiences and looking at the potential influence of inservice cooperating teachers. The problem statement this research is trying to address is why our preservice teachers struggle to utilize a variety of teaching styles during methods courses and student teaching. The study has several aims. First, to identify how teaching styles content is delivered by professors during undergraduate methods courses. Second, identify how inservice cooperating teachers supervising preservice teachers use teaching styles within their physical education classes. Third, investigate how preservice teachers employ teaching styles during peer teaching and K-12 early field experiences. Finally, investigate what occupational socialization factors influence how preservice teachers employed teaching styles during peer teaching and early field experiences. The study will aim to answer the following research questions: How do preservice teachers at the University of South Alabama employ teaching styles during peer teaching and early field experiences? How do cooperating teachers supervising preservice teachers employ teaching styles during early field experiences? What socialization factors influence how preservice teachers employ teaching styles during peer teaching and early field experiences? Do cooperative teachers influence how preservice teachers employ teaching styles during early field experiences?
Authors
Craig Parkes
University of South Alabama
Shelley L. Holden
University of South Alabama
Title of Research Grant Proposal
Investigating the Role and Use of the Spectrum in Modern PETE Programs
Purpose of Research Study
The specific purpose and guiding research question(s) are: To describe the impact of occupational socialization on how PETE faculty members’ (FMs) utilize The Spectrum in their programs. How do PETE FMs’ utilize The Spectrum in their programs? How has FMs occupational socialization/ secondary organizational socialization influenced their perspectives and practices about and use of The Spectrum in their PETE programs?
Authors
Chris Mellor
Adelphi University
Jamie Jacob Brunsdon
University of Memphis
Title of Research Grant Proposal
Application of Virtual Reality and Gamification through Practice Teaching Style in Physical Education Lessons
Purpose of Research Study
The overall objective of this study is to analyze the effects of the application of virtual reality (VR) and gamification through practice teaching styles in Physical Education (PE) lessons. The hypothesis is that the use of VR and gamification decreases perceived effort, increases motivation and satisfaction in PE lessons as well as perceived health, and contributes to motor skill improvement.
Authors
Maria Espada Mateos
Universidad Rey Juan Carlos
Nuria Romero Parra
Universidad Rey Juan Carlos
Daniel Bores García
Universidad Rey Juan Carlos
Roberto Cano de la Cuerda
Universidad Rey Juan Carlos
Title of Research Grant Proposal
Candidates Employing the Spectrum to Teach Personal and Social Skills
Purpose of Research Study
The purpose of this study is to utilize cognitive-developmental learning theory to investigate how physical education teacher candidates learn to utilize the Spectrum of Teaching Styles to address Social and Emotional Learning (SEL). The study will be guided by the following research questions: (a) what previous knowledge do the teacher candidates maintain related to SEL in physical education? (b) what are the teacher candidates’ perceptions of the Spectrum of Teaching Styles throughout and following their university coursework, and (c) what are the teacher candidates’ perceptions of the use of the Spectrum of Teaching Styles in addressing SEL after completing their field experience.
Authors
Dr. Victoria N. Shiver
University of New Mexico
Title of Research Grant Proposal
Teachers’ Perceptions of the Spectrum of Teaching Styles and Its Role in their Professional Readiness
Purpose of Research Study
The purpose of this study is to examine pre-service teachers’ perspectives and beliefs about the Spectrum of Teaching Styles during teacher training, and to determine how their beliefs influence their career readiness and future teaching choices.
Authors
Dr. Kanae Haneishi
Associate Professor, Recreation, Exercise, & Sport Science Department, Western Colorado University, Gunnison, CO, U.S.
Dr. Kelly Simonton
Assistant Professor, Division of Kinesiology and Health, University of Wyoming, Laramie, WY, U.S.
Title of Research Grant Proposal
Flourishing through the Spectrum: Toward an Affective Spectrum Model
Purpose of Research Study
The purpose of this study is to conceptualize and create a composite pedagogical model drawing from the theory for the Spectrum of Teaching and Learning, as a micro structure, and Aristotelian Virtue Ethics as a meso structure.
Authors
Dr. Jamie Brunsdon
Assistant Professor, College of Health Sciences, University of Memphis, Memphis, Tennessee, U.S.