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The learning to teach process in phy...

Bognar, Jozsef.

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The learning to teach process in physical education teaching assistants' practices through collaborative action research.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The learning to teach process in physical education teaching assistants' practices through collaborative action research./
作者:	Bognar, Jozsef.
面頁冊數:	182 p.
附註:	Major Professor: Grace Goc Karp.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Education, Physical. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9963234
ISBN:	0599673427

The learning to teach process in physical education teaching assistants' practices through collaborative action research.
Bognar, Jozsef.

The learning to teach process in physical education teaching assistants' practices through collaborative action research. - 182 p.

Major Professor: Grace Goc Karp.

Thesis (Ph.D.)--University of Idaho, 1999.

The purpose of this study was to explore how a collaborative action research process affects first-year physical education teaching assistants' (TA) practices in the learning to teach process. The subquestions of the study were: (a) What common themes emerged from the process? (b) How did different socialization processes affect TAs practices and beliefs? and (c) How the collaborative process affected TA's conceptions of teaching?

ISBN: 0599673427Subjects--Topical Terms:

1018000
Education, Physical.

The learning to teach process in physical education teaching assistants' practices through collaborative action research.
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520 $a The purpose of this study was to explore how a collaborative action research process affects first-year physical education teaching assistants' (TA) practices in the learning to teach process. The subquestions of the study were: (a) What common themes emerged from the process? (b) How did different socialization processes affect TAs practices and beliefs? and (c) How the collaborative process affected TA's conceptions of teaching?
520 $a Data collection started in the middle of the fall semester and lasted a period of 24 weeks. The process included group discussions (N = 11) and individual interviews (N = 6) with four first-year teaching assistants, three interviews with the Basic Instruction Program (BIP) Coordinator, two student surveys from each of the four TAs' and the researcher's classes, researcher's daily journal, and artifacts analyses. Additionally, information collected from BIP Workshops (N = 6) lead by the BIP Coordinator provided important insight to TA socialization processes and practices. Both the discussions and interviews were recorded, transcribed, and inductively analyzed for both individual and collaborative themes.
520 $a Results indicated that TAs were genuinely interested in discussing issues related to their teaching and students learning. These issues formed the following themes: positive versus negative experiences during their first year, new expectations for the spring semester, support and lack of support, BIP students as learners and customers, student evaluations of instruction, TAs role conflict, and administrative rules. Finding also indicated that previous teaching experience, content knowledge, guidance from the BIP Coordinator, and administrative support also significantly affected TA socialization process, which produced a spiraling influence on TAs role during the fall to spring semesters.
520 $a Additionally, collaborative support (BIP workshops, group meetings, and peer discussions) positively influenced TAs' socialization into their role and helped to mediate negative experiences in their teaching. Teaching assistants moved through different phases of the collaboration process. Time needed for teaching preparation and graduate studies, previous teaching experience, content knowledge, and administrative information as external forces showed very strong influence on both TAs instructional practices and their need for collaboration. The collaborative process appeared to be beneficial until the middle of spring semester when TAs lost interest in the process and wanted to focus solely on their graduate studies.
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