Accomplished Teachers’ Quality Teaching Practices

• In Event: Changing Places and Trading Spaces in Physical Education Teacher Education

Abstract

This study investigated how accomplished teachers implemented the quality of teaching practices in their daily lessons. The participants were four accomplished elementary physical education (PE) teachers (one male and three female) and 266 elementary school students in K-5. The data sources consisted of videotaping the teachers’ teaching 12 lessons, transcribing the videotaped lessons, writing descriptive anecdotal records, summarizing the lessons, and formally interviewing the teachers. The qualitative data were analyzed using the constant comparison techniques. The findings indicated that the teachers provided coherently connected and meaningfully authentic learning tasks for each lesson. They presented the task using examples, images, and related learning cues, organized the class using efficient routines and creative ways, and provided students with tailored instructional guidance.

Authors

• Weiyun Chen, University of Michigan

• Mary Ann Rickens, Huron Valley Schools

• Austin Hammond-Bennett, University of Michigan

• Ashley Upton, University of Michigan

• Steve Mason, University of Michigan

• Kristin Hendricks, University of Michigan