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

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

Teaching Adaptive Competence to Preservice Teachers in an Introductory Methods Class

Xiuye Xie(Missouri State University)0000-0001-5751-1272
Phillip Ward(The Ohio State University)0000-0002-7447-3594
Won Seok Chey(The Ohio State University)0000-0003-3437-5276
Leslie Dillon(The Ohio State University)0009-0005-0166-1024
Scott Trainer(The Ohio State University)0000-0001-6203-3180
Rio Watanabe(The Ohio State University)0000-0001-9878-5843
Sayfa
90–112
Yayın Tarihi
2023-10-12
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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 Maddede Bu Makale

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Amaç & Hipotez:Abstract: The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time.
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Temel Bulgular & Veri: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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Sonuç & Katkı: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.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:lesson planning · teaching approximation · repeated teaching

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.

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.

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Bu Makaleye Atıf Yap

Xie, X., Ward, P., Chey, W. S., Dillon, L., Trainer, S., Watanabe, R. (2023). TEACHING ADAPTIVE COMPETENCE TO PRESERVICE TEACHERS IN A PRACTICE-BASED TEACHER EDUCATION FOCUSED INTRODUCTORY METHODS CLASS. Beden Eğitimi ve Spor Araştırmaları Dergisi, Cilt: 15 Sayı: 2, 90–112. https://doi.org/10.55929/besad.1320812

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