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The effects of case methods on prese...

Timken, Gay Lynn.

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The effects of case methods on preservice physical education teachers' value orientations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of case methods on preservice physical education teachers' value orientations./
Author:	Timken, Gay Lynn.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1783.
Contained By:	Dissertation Abstracts International61-05A.
Subject:	Education, Physical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9972161
ISBN:	0599774541

The effects of case methods on preservice physical education teachers' value orientations.
Timken, Gay Lynn.

The effects of case methods on preservice physical education teachers' value orientations. - 137 p.

Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1783.

Thesis (Ph.D.)--Oregon State University, 2000.

Preservice teachers' beliefs and values develop due to their long "apprenticeship of observation" (Lortie, 1975) and often filter their teacher education experiences (Feiman-Nemser & Buchman, 1986; Pajares, 1992). Case methods may be one curricular tool by which to instill change in preservice teachers' beliefs and values. This study investigated the effects of case methods on preservice physical education (PETE) teachers' value orientations. Ten PETE students were interviewed and completed the Value Orientation Inventory-2 (VOI-2) four times over one academic year. Following a baseline phase students were grouped (n = 5 per group) according to orientation priority. Intervention consisted of reading and discussing eight cases in physical education focused in one value orientation (disciplinary mastery or social responsibility). Results indicated that case methods have differential effects on PETE students' value orientations. VOI-2 and interview group data suggested an orientation priority shift toward the case theme; individual data gives a clearer picture as to the effects of case methods. PETT students' value orientations changed in the direction of the case focus at differing rates and not all students completely shifted their value orientation toward the case theme. Inconsistencies existed between VOI-2 and interview data for some PETE students. Student interview statements were focused more on concepts of disciplinary mastery which is likely due to prior experiences in sport and physical education.

ISBN: 0599774541Subjects--Topical Terms:

1018000
Education, Physical.

The effects of case methods on preservice physical education teachers' value orientations.
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100 1 $a Timken, Gay Lynn. $3 1928914
245 1 4 $a The effects of case methods on preservice physical education teachers' value orientations.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1783.
500 $a Adviser: Hans van der Mars.
502 $a Thesis (Ph.D.)--Oregon State University, 2000.
520 $a Preservice teachers' beliefs and values develop due to their long "apprenticeship of observation" (Lortie, 1975) and often filter their teacher education experiences (Feiman-Nemser & Buchman, 1986; Pajares, 1992). Case methods may be one curricular tool by which to instill change in preservice teachers' beliefs and values. This study investigated the effects of case methods on preservice physical education (PETE) teachers' value orientations. Ten PETE students were interviewed and completed the Value Orientation Inventory-2 (VOI-2) four times over one academic year. Following a baseline phase students were grouped (n = 5 per group) according to orientation priority. Intervention consisted of reading and discussing eight cases in physical education focused in one value orientation (disciplinary mastery or social responsibility). Results indicated that case methods have differential effects on PETE students' value orientations. VOI-2 and interview group data suggested an orientation priority shift toward the case theme; individual data gives a clearer picture as to the effects of case methods. PETT students' value orientations changed in the direction of the case focus at differing rates and not all students completely shifted their value orientation toward the case theme. Inconsistencies existed between VOI-2 and interview data for some PETE students. Student interview statements were focused more on concepts of disciplinary mastery which is likely due to prior experiences in sport and physical education.
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650 4 $a Education, Physical. $3 1018000
650 4 $a Education, Teacher Training. $3 783747
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710 2 0 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 61-05A.
790 1 0 $a van der Mars, Hans, $e advisor
790 $a 0172
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9972161