Enhancing Practice Through Clinically Rich Methods Courses in Physical Education

• In Event: 29.073 - Learning to Teach and Using a Models-Based Approach in Physical Education

Abstract

Using occupational socialization theory (Lawson, 1986) and self-study methodology, we examined perspectives of one university faculty (UF), eleven pre-service teachers (PSTs) and two cooperating teachers (CTs) while enacting clinically rich methods courses in a physical education teacher education (PETE) program. Data included research notes, researcher journal entries, interviews, reflection assignments, and course evaluations. Each group of stakeholders reported benefits of the experience, and provided valuable insights for enhancing clinically rich practice. The results suggest that UF negotiated the “third space” (Williams, 2013) to connect local schools and the PETE curriculum, and created powerful professional learning opportunities for all stakeholders. The findings of this study suggest that Colleges of Education should develop teacher educators’ clinical pedagogy, and invest in school-university partnerships.

Authors

• Sara Barnard Flory, University of South Florida

• Rebecca West Burns, University of South Florida