“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
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AbstractUtilizing 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.
CitationParkes, 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, 129(4), pp. 1283–1301. https://doi.org/10.1177/00315125221095933
JournalPerceptual and Motor Skills
DescriptionThis 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.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/
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‘Becoming the teacher’ – self and teacher identity in the context of training to teach on a school direct salaried employment-based routeDevlin, Linda; Wallis, Tracy; School of Education, Faculty of Education, Health and Wellbeing (University of Wolverhampton, 2023-05)This study investigates how trainee teachers in England on an Employment-Based Route (EBR), namely School Direct Salaried (SDS), experience ‘becoming’ teachers in the context of the primary school. Drawing upon Beijaard’s (2006) theory that teachers experience ‘a constant becoming’ the study focuses on aspects such as what the trainees bring to their training from their own biographies and backgrounds, and the influence of the school context on the trainees’ experiences. The study conceptualises teacher identity using the theoretical underpinning of symbolic interactionism and specifically the work of George Herbert Mead and Herbert Blumer. Whilst much has been written about teacher identity and the experiences of trainee teachers, there is a significant lack of literature which discusses the experiences of those who are employed specifically to train to teach on EBR. With the gradual move away from SDS towards the Post-Graduate Teaching Apprenticeship (PGTA) route into teaching (DfE 2021a) this study not only contributes to the gap in research and writing which focuses on EBR but also to the training of teachers who enter the profession on such routes. Set in the interpretative constructivist paradigm, case study is used as a design frame for the methodology with the EBR as the case. Questionnaires and small focus group discussions were undertaken as the data gathering tools with the whole cohort of 22 trainees on the SDS route into primary teaching. The findings indicate that trainee teachers bring their experiences of education and the values they attach to it to their training which have an impact upon emergent identity. As the SDS route was specifically established in England for career-changers as well as those who were working in schools as Teaching Assistants (TAs) prior to their training (DfE 2010), the study finds that they experience ‘becoming’ teachers in very nuanced and specific ways. The study discusses the influence of the school environment on the development of teacher identity for trainees on the EBR given that they are employed to train to teach and spend most of their training in the school environment. The thesis recommends ways in which Initial Teacher Training (ITT) programmes might account and plan for the experiences of trainees on EBR and their mentors in developing teacher identity considering how they experience ‘becoming’ teachers differently to trainees on non-EBR.
Learning through networks: trust, partnerships and the power of action researchHadfield, Mark; Day, Christopher (Routledge, 2004)In 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 SchoolsBenton, Victoria (2015-01)What 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.