“I can help them become better teachers, but I can’t help them with educative teacher performance assessment”: Cooperating teachers’ knowledge and experience of the educative teacher performance assessment in physical and health education
Abstract
Utilizing a thematic analysis approach, this case study investigated cooperating teachers’ (CTs) knowledge and experience of the educative Teacher Performance Assessment (edTPA) in physical and health education. Participants were 14 certified physical education (PE) and/or health education CTs from a single school district in Alabama. Data were collected through one-on-one interviews; Nvivo software was employed to store, organize, and code the data, and data analysis utilized analytic induction and constant comparison techniques. Five themes emerged regarding edTPA preparation of these participants: (a) a lack of teacher training and resources, (b) receipt of informal information from teacher candidates (TCs), (c) perceptions of providing inadequate support, (d) CT experience with obtaining parental waivers and class recordings, and (e) a perceived edTPA tradeoff of increased stress for teacher development. There was a clear need in this district to: (a) better promote edTPA training opportunities, (b) consider compulsory edTPA training for CTs who supervised TCs, (c) share edTPA training handouts and resources with CTs, and (d) ensure that university faculty clearly communicate edTPA requirements to CTs.Citation
Parkes, C., Holden, S.L., O'Leary, N. and Brunsdon, J. (2022) “I can help them become better teachers, but I can’t help them with educative teacher performance assessment”: Cooperating teachers’ knowledge and experience of the educative teacher performance assessment in physical and health education. Perceptual and Motor Skills. https://doi.org/10.1177/00315125221095933Publisher
SAGEJournal
Perceptual and Motor SkillsType
Journal articleLanguage
enDescription
This is an accepted manuscript of a paper published by SAGE on 05/05/2022 available online at: https://doi.org/10.1177/00315125221095933 The accepted manuscript of the publication may differ from the final published version.ISSN
0031-5125EISSN
1558-688XScopus Count
Collections
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/
Related items
Showing items related by title, author, creator and subject.
-
Learning through networks: trust, partnerships and the power of action researchIn England school teachers and head teachers are faced with a myriad of challenges in coping with the pressures of managing the dynamic and diverse institution which is their school within an imposed, centralized, standards-driven change agenda. It could be argued that many of the national policies and initiatives over the last 15 years have directly or indirectly, consciously or unconsciously undermined the traditional autonomy of teachers. As a consequence, many feel little ownership of a curriculum that is regularly policed through national pupil assessment at ages 7, 11, 14, 16, 17 and 18, school inspections and competency frameworks related to role specification, and are consequently insecure in making decisions about pedagogy. As part of governments' drive to ensure the effective and efficient implementation, they have been inundated also with demands to attend professional development courses dealing with imposed initiatives, but have little time or energy for reflection on their practice and reflection on the impact that imposed change is making on pupils, motivation, learning and achievement. It was in this context that the Primary Schools Learning Network was formed through negotiated partnerships between a group of self-selecting schools, the local education authority (district), and the Centre for Research on Teacher and School Development at the University of Nottingham. Its aim was to give ownership for development back to teachers through collaborative action research with a view to improving schools and raising pupil attainment.
-
Perceptions of the influence of Adults other than Teachers on PE and School Sport in West Midlands Primary SchoolsWhat is the perceived influence of Adults other than Teachers on PE and School Sport in West Midlands Primary Schools? – By Victoria Benton. Over the last decade a body of academic literature has emerged, suggesting that PE is in a state of neglect. As a result of this, numerous researchers state that the National Curriculum for Physical Education (NCPE) is therefore being delivered ineffectively in primary schools. This thesis makes a contribution to the knowledge produced by recent studies by examining the perceived influence of Adults Other Than Teachers (AOTTs) in West Midlands Primary Schools on PE and school sport. The data were collected within the West Midlands area between January and July 2011. Nine schools and nine coaching companies participated in the study and data were collected using questionnaires and follow up interviews for selected participants. In keeping with previous studies on PE and school sport, foundation chapters are concerned with the factors affecting teacher’s confidence and competence to teach PE and school sport and the consequent increase in the number of AOTTs to combat this. Closer scrutiny highlights a number of emergent themes which provide basis for more detailed discussion later in the study. Data indicates that the use of AOTTs is perceived to impact PE and school sport in the West Midlands area and in support of previous research, the use of coaches continues to be widespread. Similarly, like previous research, key factors such as poor childhood experiences, lack of motor ability, poor Initial Teacher Training (ITT), insufficient content knowledge and a negative attitude towards the subject remain issues surrounding the implementation of AOTTs. With an ever changing curriculum, schools are facing constant battles to achieve set curricular demands. This research therefore suggests how teachers and coaches, in this case study, could best be utilised to ensure a high quality of PE and school sport is delivered in their schools in the future.
-
Developing a model for assessing the effect of physical indoor environment quality on teachers’ performance in Saudi education buildingsThe nature and quality of the built learning environment affect occupants’ comfort, wellbeing and performance. Within the broad range of studies of the physical indoor environment reported in the literature, there are several which have focused on the effects of these environmental conditions on the comfort and physical health of students and teachers, while the main consideration in others is the organizational health of the school. The parameters, which are measured often concern the state and condition of the physical environment. Categories of building features, which appear to influence comfort, health and wellbeing, include thermal sensation, acoustics, lighting, air quality, classroom equipment, learning resources and other aspects of the teachers’ workspace. Those components of the physical of indoor environment, which are considered to most strongly affect occupants’ comfort, wellbeing and performance, are subject to sets of standards. The aim of this study is to elucidate the association between the indoor environmental quality (IEQ) of educational buildings and teachers’ performance. Following a comprehensive review of the literature on the effects of IEQ on teachers’ comfort, wellbeing and performance, a case study was conducted in which physical measurements were made of a range of indoor environmental variables in the classrooms of a technical college in Saudi Arabia, during lessons. At the same time, the teachers of those classes were asked to complete a questionnaire designed to investigate the quality of the indoor environment and explore teacher performance. An artificial neural network was then used to create an assessment model in order to test the hypothesis that the quality of the indoor physical environment in educational buildings is related to teacher performance and to predict future data. This research makes both academic and practical contributions to the study of the relationship between IEQ and teachers’ performance. The findings of this research will be used as a primary knowledge resource for future researches and to identify initial IEQ parameters and tools for further in-depth studies. In practical terms, it offers standards to help designers to consider the importance of IEQ and its impact on building users.
