The Influence of Alternative Field-Based Experiences on Preservice Physical Education Teachers’ Perceptions of Assessment

Authors

  • Rachyl Stephenson University of Wisconsin–La Crosse
  • Jenna Starck University of Wisconsin–La Crosse
  • Xiaofen Hamilton The University of Texas Austin

DOI:

https://doi.org/10.18666/TPE-2022-V79-I6-10964

Keywords:

Occupational Socialization Theory, physical education, field experience

Abstract

This study employed occupational socialization theory to explore three physical education preservice teachers’ (PSTs) perceptions of assessment during an alternative field-based experience. A phenomenological approach guided this study, and data were collected through autobiographies, lesson plans, video recordings of teachings, and three rounds of interviews per participant. Data were examined through thematic collaborative qualitative analysis. Three major themes emerged: (a) out of sight, out of mind: assessment disappears in actual teaching practices; (b) PSTs valued assessment; and (c) PSTs’ socialization impacted assessment practices. There were subsequent subthemes within each theme. The results suggested PSTs valued assessment; however, their socialization influenced their lack of assessment implementation even with supports at the alternative field-based setting.

Author Biographies

Rachyl Stephenson, University of Wisconsin–La Crosse

Exercise and Sport Science; Assistant Professor

https://orcid.org/0000-0003-0494-3885

Jenna Starck, University of Wisconsin–La Crosse

Exercise and Sport Science; Assistant Professor

Xiaofen Hamilton, The University of Texas Austin

Curriculum and Instruction; Associate Professor

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Published

2022-11-13

Issue

Vol. 79 No. 6 (2022)

Section

Articles

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