Title of Presentation
Teacher Education Candidates Use of the Spectrum of Teaching Styles to Teach Social and Emotional Learning Competencies
Purpose
Purpose: The purpose of this study was to utilize cognitive-developmental learning theory to investigate how physical education teacher candidates learned to utilize the Spectrum of Teaching Styles to address Social and Emotional Learning (SEL). The study was 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 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. Methods: This study utilized a qualitative case study approach with 6 teacher candidate participants enrolled in Elementary Methods. The course included 8 weeks of on-campus training in the Spectrum of Teaching Styles as well as the CASEL framework, followed by 8 weeks of planning for and implementing lessons during field experiences. Data collection included Instagram reflections (photovoice), TARE 2.0 systematic observation forms, focus group interviews, and critical incident reports. Data was open and axially coded with researcher journal entries being completed each week synopsizing initial findings. This was followed by the development of a codebook that was reviewed by an outside member and then tested with new data. After several rounds of pilot codebook testing, a final codebook was developed and applied to all data sources. Results: Findings included 3 themes indicating a progression over the span of the semester: knowledge gap, modeling and practice, and belief in the process. The teacher candidates lived experiences in physical education had not included SEL or teaching styles beyond command and practice. The student’s experiences discussing the styles as a tool for implementing SEL, seeing it modeled by their instructor, peer teaching, and practice implementing through field experience was a powerful learning process that modified their teaching. Ultimately, the teacher candidates applied the styles as an approach towards teaching generally, and to implementing SEL. They believed that the 2 combined can have positive outcomes, but struggled with expanding into the productive styles. Discussion/Conclusions: Providing teacher candidates with training and practice utilizing the Spectrum of Teaching Styles to address SEL competencies can result in a change in perception of the role of physical educators as well as providing tools to enhance teaching practice. Cognitive-developmental learning theory serves as a helpful guide to understanding teacher candidates’ progression with new content. Teacher education is not as a powerful as the K-12 experience in addressing preconceived beliefs regarding physical education, so more than one semester of teacher training should be provided for preparation using the styles, particularly related to SEL competencies.
Authors
Victoria Shiver
University of New Mexico
Allison Graham
University of New Mexico
Title of Presentation
“Using the Spectrum of Teaching Styles to Break Down Game Teaching and to Promote DEI”
Purpose
This will be presented at the 8th International Teaching Games for Understanding (TGfU) Conference, December 8-11th, 2024, in Auckland, New Zealand. The following is the abstract: The aim of this study was to evaluate the perceptions of PETE (Physical Education Teacher Education) and Kinesiology faculty and the growth in knowledge and intentionality of pre-service teachers regarding the use of the Spectrum of Teaching Styles to teach Justice, Equity, Diversity, and Inclusion (JEDI) concepts in physical education (PE) using a soccer lesson scenario. The study employed two distinct approaches: Study 1 involved 20 PETE faculty and in-service physical educators with JEDI expertise, who reviewed a written soccer lesson scenario using the Spectrum within the framework of the Game-Based Approach, while Study 2 included 18 pre-service teachers in a PETE program who received 10 hours of formal instruction on the Spectrum and JEDI concepts. Data were collected via questionnaires, group discussions, and pre- and post-intervention assessments. Results from Study 1 indicated that faculty perceived the Spectrum as a valuable tool for implementing critical pedagogy in PE, promoting real-world application, critical thinking about societal injustices, and providing opportunities for student autonomy and reflective learning. Study 2 showed significant growth in pre-service teachers’ knowledge and intentionality regarding the use of the Spectrum and JEDI concepts, with participants offering more specific and innovative ideas for fostering inclusion and equity in PE. The study concluded that the Spectrum of Teaching Styles is an effective instructional tool for teaching JEDI concepts, recognized by both faculty and pre-service teachers for its potential to create inclusive and equitable learning environments in game teaching and learning in physical education.
Authors
Dr. Kanae Haneishi
Western Colorado University
Title of Presentation
“I Could Have Been More Indirect”: The Influence of Occupational Socialization on Preservice and Cooperating Teachers Use of Teaching Styles
Purpose
Purpose: The aim of this study was to investigate what occupational socialization factors influenced preservice teachers (PTs) and cooperating teachers’ (CTs) use of teaching styles within an elementary school setting. Method: Participants were seven preservice teachers who were enrolled in an elementary physical education methods course, and seven cooperating teachers in the Southern United States. Data were collected through lesson plans, field experience journal entries, field teaching observations, and stimulated-recall interviews. Results: Participants primarily employed the command and practice style to deliver physical education lessons. Organizational socialization factors that influenced the use of command and practice styles included class size, student behavior, and academic semester. Acculturation factors that influenced PTs and CTs to teach in a direct manner included teachers, coaches, and parents. Discussion/Conclusion: In line with prior research, professional socialization continues to be the weakest stage of occupational socialization. It is suggested that physical education teacher education (PETE) faculty focus on school class sizes and student behavior and not just PT and CT compatibility when organizing student teaching and early field experiences. The academic semester timing of methods courses should also be considered if the use of indirect teaching styles in K-5th grade setting is an objective for PETE programs. Acculturation experiences and beliefs of PETE recruits/students also needs to continue to be addressed.
Authors
Dr. Craig Parkes
University of South Alabama
Dr. Shelley Holden
University of South Alabama
Title of Presentation
Physical Education Student's Intention of Using the Spectrum of Teaching Style in their Future Work
Purpose
She will be giving this presentation at the International Conference on Education and New Developments 2023 in Lisbon (Portugal) on 24-26 June 2023.
Abstract
The spectrum of teaching styles in Physical Education is essential to achieve teaching goals and to increase students’ motivation and their adhesion to physical activities and sports. The purpose of this study was to examine physical education university students´ intention of using the spectrum of teaching styles according to their academic level and year. This research followed a quantitative descriptive methodology using a survey with a standardized procedure for collecting data via questions to the participants. The sample was made up of 667 Spanish physical education university students (77.8% men and 22.2% women, aged from 18 to 30). A descriptive analysis (mean and standard deviation) and an inferential statistical analysis were carried out using different tests (Student’s t test and ANOVA). The results of this investigation show that in general students prefer to use reproductive styles (3.24±1.53) rather than productives styles (3.10±.55) in their future work as physical education teachers. Although, guided discovery and divergent production receive higher scores than other teaching styles and both of them are included in the productive styles cluster. The level of academic studies (Master’s degree students or Degree students) influences the intention of using reproductive styles (t (50.481) = -2.025, p = .04) and productive styles (t (47.997) = -1.935, p = .05). Furthermore, the year of studies they are currently in also influences the intention of using reproductive styles (F (4) = 2.732, p = .02 ηp2 = .01) and productives styles (F (4) = 9.743, p = .00 ηp2 = .05). The intention of using guided discovery, learner-designed, self-check and divergent production styles increases with the years of study. On the contrary, the intention of using the most traditional styles (command and practice) decrease with the years of study. These findings illustrate the future physical education teachers´ intention of using the teaching styles in their future lessons and show how their intention changes during their years of study.
Authors
Maria Espada Mateos
Universidad Rey Juan Carlos
Title of Presentation
Designing Assessment for Learning Practices in Physical Education Lessons by Using the Spectrum of Teaching Styles Framework: A Qualitative Study
Purpose
They will be giving this presentation at 13th Edition of the International Conference The Future of Education, in Florence, Italy on June 29-30, 2023.
Assessment for Learning (AfL) is a daily practice for educators, learners, and peers that investigates, evaluates, and used learning evidence to improve learning through discussions, samples, and observations (Klenowski, 2009). It was seen that Physical Education (PE) teachers were unable to establish a link between theory and practice, and suffered from a lack of sufficient sample and theoretical knowledge while implementation of AfL (Moura, 2021). The purpose of this study was to describe the experiences of a PE teacher on using the Spectrum of Teaching Styles (Mosston and Ahsworth, 1986) for implementing AfL practices in PE lessons. The PE teacher received theoretical education about AfL and Spectrum of Teaching Styles then conducted 12 PE lessons (80 minutes each) with two different 9th-grade classes (total of 68 students). In those lessons, she tried to imply AfL strategies through reciprocal, self-check, and inclusion styles of teaching. Data included from (a) a semi-structured interview with the PE teacher to examine her experiences, (b) the researcher's field notes were taken by observing all lessons and interacting in brief reviews with the PE teacher after each lesson, and (c) documents developed throughout the process, such as lesson plans, task cards, and assessment tools. Member checking, triangulation, and peer debriefing strategies were utilized to ensure trustworthiness. Data were analyzed qualitatively using inductive content analysis and the fidelity of AfL implementation was verified through systematic observation. After content analysis, two themes emerged. 1) The alignment between the structure of Spectrum Teaching Styles and AfL Strategies. 2) Encountered challenges of AfL practices and their effective responses generated by the Spectrum of Teaching Styles framework. Putting the AfL theory into practice was easier using the Spectrum of Teaching Styles framework because the teacher was able to find solutions to practical challenges by modifying task cards or the using structure of another teaching style offered by the Spectrum. It is suggested PE teachers use the theoretical framework provided by Spectrum of Teaching Styles while establishing a link between the theory and practice of AfL strategies.
Authors
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Halil Emre Çınargür
Department of Physical Education and Sports Teaching, Pamukkale University
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Gökçe Erturan
Department of Physical Education and Sports Teaching, Pamukkale University
Title of Presentation
PSTs Perceptions of Training and Using Spectrum of Teaching Styles
Purpose
This will be an oral presentation given at International Association for Physical Education in Higher Education (AIESEP) in Santiago, Chile July 4-7, 2023.
Authors
Celina Espinoza
University of Wyoming
Aimee Gray
University of Wyoming
Dr. Kelly Simonton
University of Wyoming
Title of Presentation
The Effect of Specialized Content Knowledge on Quality of Practice and Retention in Reciprocal Peer Learning
Purpose
This presentation will be given at the AIESEP International Conference, July 4-7, 2023, in Santiago de Chile, Chile.
Authors
Tom Madou
KU Leuven
Dr. Fien Depaepe
KU Leuven
Dr. Phillip Ward
Ohio State University
Dr. Peter Iserbyt
KU Leuven