What Elementary Physical Education Student Teachers Observe and Reflect Upon to Assist Their Instruction
Abstract
The purpose of this study was to examine how student teachers (STs) linked their observation and reflection skills to assist them in bridging the theory to practice gap during their elementary student teaching experience. Eight STs were videotaped on two different occasions during their elementary assignment. Immediately following the lesson, the student teacher (ST) and university supervisor viewed the videotape. An audio-recording was made as the student teacher reflected on their personal observations of the events occurring during the lesson. Data were categorized into three themes: (a) teacher behaviors, (b) student response to instruction, and (c) lesson goals and objectives.
Although the STs focused more on teacher behaviors, a close look at the reflections of the STs indicate that they evaluated whether what they did was effective in meeting the needs of students. Such responses would seem to indicate a concern for students and the opportunities that students had to learn under the student teacher's guidance.
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