Learning to Teach in the Field

Introduction

Reviews on specific subsets of the literature do not stand alone and can build on existing precursors. For this handbook on physical education and in the section on teacher education, we can rely on handbooks on generic research on teachers and teacher education (Houston, 1990; Richardson, 2001; Sikula et al., 1996) and on specific reviews of the field of physical education (Bain, 1990; Graber, 2001; O'Sullivan, 1996, 2003; Rovegno, 2003; Silverman and Ennis, 1996, 2003). With respect to the generalizability of classroom research, scholars in physical education have built upon this general body of knowledge. We began our review in the 1990s. The main point of this chapter is to investigate the role of field experiences in the development of prospective teachers (PTs). Our analysis of the available literature will reveal the current state of research on field experience and provide suggestions for future research as well as program reform. Within the constraints of this chapter we limit ourselves to field experiences as an integral part of the teacher preparation program.

The finding that a theoretical framework or clear set of goals is missing in teacher education programs as a whole applies also the development and implementation of field experiences (McIntyre et al., 1996). The historical ineffectiveness of teacher education may be due to the disjointedness of program goals and curricula. The setting of national standards for teacher education across the world (National Association for Sport and Physical Education standards in the US: NASPE, 2001; Post Graduate Certificate of Education in the UK: Hardy, 1999) can compel teacher educators to adopt models with purposes, processes, and outcomes of teacher education programs. There appears to be a trend emerging toward programs that develop teachers who are reflective decision makers, not mere technicians, resulting in a movement where the positivist orientation is broadened with a more constructivist approach. Student-teachers within this framework will learn from relevant problematic situations in which the learner makes decisions. This emergence of constructivist teacher education programs has resulted in a movement toward developing reflective teachers, or reflective practitioners. This new focus will lead to the restructuring of all field experiences. PTs will not only practice reflectivity and perform reflective assignments, but also observe experienced teachers practicing reflectivity. The traditional conflict between theory and practice in teacher education programs is felt most strongly in the area of field experiences. When student teaching is seen as an apprenticeship, student-teachers are expected to copy their mentor teacher. When, on the other hand, student teaching is a laboratory experience, student-teachers try out different ways of teaching, reflect on the outcomes and make modifications accordingly.

Reviewing research in the field of physical education teacher preparation requires knowledge of certain specific historical perspectives. Bain (1990) summarized the following elements influencing PETE research: the marginal status of physical education in schools and universities, the segregation by sex of the physical education programs, and the dominant sport culture shaping the experiences of physical education teachers (coaches) and their students. Although the field is in transition, this picture is still valid and we wonder if PETE is still more traditional than conceptual.

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