Physical Education Teacher Candidates’ Perceptions of Early Field Experiences
DOI:
https://doi.org/10.23918/ijsses.v8i2p1Keywords:
Early Field Experiences, Physical Education, Teacher CandidatesAbstract
The study examined the impact of a secondary physical education teaching techniques course on teacher candidates’ (PETC) perceptions about their early field experiences. Participants included 33 PETCs (78.79% males and 21.21% females) enrolled in the techniques course. A 5-item open-ended questionnaire served as the main data source. The questionnaire assessed PECTs’ perceptions on three components of their teacher education program: PE methods/techniques courses and professional education courses (Block I, Block II, and Block III). In addition, it sought PECTs’ suggestions for future Block III teacher candidates. The questionnaire was administered to the PETCs at the beginning and at the end of the semester. Data were analyzed utilizing qualitative content analysis – inductive category development and a deductive category application. The inductive analysis identified eight categories: content knowledge, instructional strategies, planning, self-efficacy, technology, classroom management, assessment, and professionalism. The deductive analysis indicated highest percentage of comments for both pretest (31.61%) and posttest (30.89%) were related to physical education methods/techniques and early experiences, followed by suggestions for future students, 28.73% and 24.39% respectively.
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