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Performing skills vs teaching skills
Teaching Styles: continuum from instructor-controlled style (e.g. lectures, teacher controlled) to student directed activities (Pangrazi, 2007). Some that I use:
- Mastery Learning: Outcomes break down the important skills needed in the subject.
- Cooperative Learning: Students work together on projects, demonstrating good collaboration as a cohesive group to develop work that should be stronger than individual work because of the collective effort.
- Guided Inquiry: Emphasis is placed on the process rather than the product. Students monitor their learning process by providing introspection. The teacher serves as a guide in the learning process and attempts to stimulate curiosity. Open communication is encouraged.
- Problem Based: A problem is outlined and students must develop a procedure for solving this problem. During the problem solving process students research, experiment, and present viable solutions. These solutions are evaluated and discussed. Then, the solution is improved. Some solutions are better than others, yet there are multiple ways to accomplish solving a problem.
- Free exploration: Allowing students to examine content-related information and present quality work as they see fitting. This involves activities that go beyond what is immediately available for study. This must be demonstrated.
National standards & guidelines for physical education teacher education (2009)
(Note that the audio addressed the 1995 standards)
Initial PETE Standards
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Standard 2: Skill-Based and Fitness-Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in NASPE's K-12 Standards
Standard 3: Planning and Implementation.
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students.
Standard 4: Instructional Delivery and Management.
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and to inform instructional decisions.
Standard 6: Professionalism
Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Advanced PETE Standards
Standard 1: Professional Knowledge
Advanced physical education teacher candidates come to understand disciplinary content knowledge, the application of content knowledge to teaching physical education, and modes of inquiry that form the bases for physical education programs and instruction.
Standard 2: Professional Practice
Advanced physical education teacher candidates use content knowledge and pedagogical content knowledge to design and conduct appropriate learning experiences that facilitate and enhance the growth of learners.
Standard 3: Professional Leadership
Advanced physical education teacher candidates are continuous, collaborative learners who further their own professional development and use their abilities to contribute to the profession.
Why present work online
- Contribution to the profession
- Develop personal portfolio of work
- Building your online reputation
National Association for Sport and Physical Education. (2009). National standards & guidelines for physical education teacher education (3rd ed.). Reston, VA: The Association.
Pangrazi, R. P. (2007). Dynamic Physical Education for Elementary School Children (15th ed.). San Francisco: Benjamin Cummings.
|how to become pe teacher sather 4-9-09.mp3||4.26 MB|