What Elementary Physical Education Student Teachers Observe and Reflect upon to Assist Their Instruction
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. [ABSTRACT FROM AUTHOR] Copyright of Physical Educator is the property of Sagamore Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Napper-Owen, Gloria, and Sarah McCallister. "What elementary physical education student teachers observe and reflect upon to assist their instruction." Physical Educator 62, no. 2 (2005): 76-84.