Preservice Teachers' Perspectives and Experiences Learning the Teaching Personal and Social Responsibility Model

• In Event: Paper Session 2: Curriculum Models, Meaningful Physical Education, and External Provisions

Abstract

Extant research has examined how PE teachers learn to implement the Teaching Personal and Social Responsibility (TPSR) model. However, less is known about how TPSR might be implemented in teacher education programs. Using a phenomenological design, this study examined a year-long methods sequence and its influence on preservice teachers’ (PST) understanding and implementation of TPSR. Study participants were 10 PSTs enrolled in a PETE program at a large public university in the Southeastern US. The findings indicate that the structure of the effort’s field placement was vital in helping PSTs develop important relationships with low-income students. These relationships, in turn, facilitated the effective learning and adoption of TPSR. These findings provide important implications for teacher education programming and occupational socialization.

Authors

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign

• Michael A. Lawson, University of Alabama

• Jennifer Jacobs, Northern Illinois University

• Victoria Shiver, Northern Illinois University