Teaching Examples as a Starting Point for Enhanced Instruction Planning of Physical Education Teachers

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  In Roundtable Session: Preparing Future Science Teachers in a New Era

Abstract

Educational research assumes reflection on examples to have positive effects on professional development. Yet, the teaching quality required of such samples remains unclear. In a field experiment with a pre-post-design, we taught “planning self-controlled learning in physical education” to N = 83 undergraduate students and assigned them to three conditions: the first group was encouraged to reflect on good teaching, the second was provided with problematic teaching examples and the third should compare both types of examples. We found that the comparison of examples supported teacher students’ instruction planning more than reflecting good or problematic teaching examples only. Further, comparing examples changed the teacher students’ beliefs.

Author

• Tim Heemsoth, Universität Hamburg