Improving Teacher Effectiveness in Physical Education Teacher Education Through Field-Based Supervision

Authors

  • Kason O'Neil East Tennessee State University
  • Barbara Ann Boyce University of Virginia

DOI:

https://doi.org/10.18666/TPE-2018-V75-I5-7739

Keywords:

physical education teacher education, supervision, teacher effectiveness

Abstract

A large amount of research on teacher effectiveness in physical education teacher education has identified clear benchmarks that contribute to effective teaching. The benchmarks most often identified in the literature are (a) establishing an appropriate learning environment through classroom management, (b) providing several opportunities for students to practice skills, and (c) ensuring student practice leads to success. Thus, the groundwork for educating preservice physical educators on these benchmarks must be established early in a teacher education program. This manuscript explores the implementation of a systematic framework for developing preservice physical educators, with the support of cooperating teachers and university supervisors, in field-based practica that emphasizes clear components of teacher effectiveness.

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Author Biographies

Kason O'Neil, East Tennessee State University

Assistant Professor

Department of Sport, Exercise, Recreation, and Kinesiology

Barbara Ann Boyce, University of Virginia

Associate Professor

Department of Kinesiology

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Published

2018-11-01

Issue

Vol. 75 No. 5 (2018)

Section

Articles

License

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