Smith, Mark A.
Krause, Jennifer M.
Stellino, Megan Babkes
Sileo, Nancy M.
University of Northern Colorado
Type of Resources
Place of Publication
University of Northern Colorado
Many nationwide reform efforts in Physical Education Teacher Education (PETE) have revolved around the development of the National Standards for PETE, which outline essential knowledge, skills, and dispositions required of successful physical educators (Metzler & Tjeerdsma, 2000a). With the inclusion of Standard Six in the 3rd edition of the Initial PETE Standards (National Association of Sport & Physical Education [NASPE], 2008), programs have been challenged to integrate, teach, monitor, and assess teacher candidates’ (TCs’) dispositions in systematic ways. According to the Council for the Accreditation of Educator Preparation (CAEP), programs seeking to achieve or maintain accreditation have the freedom to determine how dispositions, which contribute to candidates’ overall professionalism, are assessed within their programs. Therefore, the way dispositions are addressed and evaluated often vary from program to program (Borko, Liston, & Witcomb, 2007). To date, sporadic research exists describing the actual teaching and assessment practices of PETE programs pertaining specifically to dispositions that contribute to TCs’ overall professionalism. Therefore, the purpose of this study was to examine the ways in which three nationally accredited PETE programs taught and assessed Standard Six of the NASPE (2008) Initial PETE Standards, which focuses on professionalism. Using occupational socialization (Lawson, 1986) as the conceptual framework, a descriptive multi-case study approach was utilized to explore the following research questions: (Q1) "In what ways do the selected PETE programs prepare TCs to meet each individual element of NASPE Initial PETE Standard Six?" and (Q2) "In what ways do the selected PETE programs assess TCs across each individual element of Standard Six?" A multi-level purposeful sampling strategy was utilized to identify and recruit three PETE programs (cases) for the study. Data collection consisted of questionnaire responses, semi-structured phone interviews with two knowledgeable participants from each case, and document analysis. Using inductive and comparative analytic strategies (Merriam, 2009), cross-case analysis demonstrated patterns in the strategies programs used to address aspects of professionalism, which included discussion, modeling, and offering opportunities for engagement. Data analysis also revealed programs utilized multiple assessment techniques (e.g. systematic checklists, rubrics, standardized evaluations) to assess TCs’ professionalism during coursework and student teaching. Two programs had assessments in place to track and monitor TCs’ dispositions at various points in the program. Findings serve as a guide for PETE teacher educators to discern and reflect on ways to effectively prepare TCs for achieving Standard Six, in order to ensure program completers possess the professional dispositions expected of prospective teachers. Additionally, results from this study provide insight into the manner in which TCs are socialized to adopt to goals and beliefs presented throughout their training. With the release 2017 National Initial PETE Standard, more research in necessary to examine how PETE programs face the challenge of modifying curriculum and assessment plans to adequately teach and assess TCs’ professionalism.
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