Physical Education Teacher Candidate’s Journey: Before, During, and After Practicum
Keywords:physical education, student teacher triad, teaching training, building competency, constructivism theory
Purpose: The purpose of this study is to examine perceptions and experiences of nine physical education teacher candidates during their student teaching practicum. The constructivism theory provided the framework to observe how teacher candidates construct new ideas based upon their past and current knowledge. Method: This study methodology followed a basic qualitative research design as an interest in how an individual constructs reality while interacting with social factors. Semi-structured interviews conducted before, during, and after the practicum were the primary data sources. Daily teacher candidate reflections and practicum supervisor evaluations were used as secondary data sources. Results: The results indicate that, in addition to their hands-on experiences, the teacher candidates felt prepared to teach with increased competency due in part to the constructive and specific feedback received from their practicum supervisors. In addition, conversations (through formal and informal mentoring) with practicum supervisors about job search and interview techniques helped teacher candidates to gain a greater understanding of the employment process. Conclusion: This article offers practical suggestions for physical education teacher education (PETE) programs to help their teacher candidates develop teaching competency before, during, and after the student-teaching practicum experience.
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Copyright (c) 2022 Christie González-Toro, Michelle Moosbrugger, Kathleen Mangano, Elizabeth M. Mullin, Jeff Cherubini
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