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Journals / Beden Eğitimi ve Spor Araştırmaları Dergisi / 2023 / Cilt: 15 Sayı: 2

Teaching Adaptive Competence to Preservice Teachers in an Introductory Methods Class

TEACHING ADAPTIVE COMPETENCE TO PRESERVICE TEACHERS IN A PRACTICE-BASED TEACHER EDUCATION FOCUSED INTRODUCTORY METHODS CLASS

Xiuye XİE
Phillip WARD
Won Seok CHEY
Leslie DİLLON
Scott TRAİNER
Rio WATANABE
Pages
90–112
Publication Date
2023-10-12
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time.
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Key Findings & Data:A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks.
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Conclusion & Impact:The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:lesson planning · teaching approximation · repeated teaching

Abstract

Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

Özet

Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

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Cite This Article

XİE, X., WARD, P., CHEY, W. S., DİLLON, L., TRAİNER, S., WATANABE, R. (2023). Teaching Adaptive Competence to Preservice Teachers in an Introductory Methods Class. Beden Eğitimi ve Spor Araştırmaları Dergisi, Cilt: 15 Sayı: 2, 90–112. https://ajindex.com/articles/968692

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