ERIC Number: EJ1423820
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2471-1616
EISSN: EISSN-2471-1624
A Comparative Case Study of Student Teaching Placement Procedures in Physical Education Teacher Education
International Journal of Kinesiology in Higher Education, v8 n2 p71-83 2024
The purpose of this study was to explore how PETE faculty experience the student teacher placement process of PETE PSTs within different governance structures and placement systems. Based on questionnaire responses, six programs were selected, and the PETE faculty student teacher coordinator for each program was interviewed. Three programs were organized under the College of Education and three were not. Within each governance structure, each of the following placement official structures was represented: College of Education, College of Education with PETE faculty input, and PETE faculty. Programs were organized into cases based on placement official and a cross-case analysis was conducted. All participants agreed that PETE faculty should have a say in placement selection, but the ideal placement system may vary for different programs. Other themes include the importance of relationships with those involved in the placement process and that placements do have an impact on PST development so care should be taken when selecting placements.
Descriptors: Preservice Teacher Education, Teacher Educators, Student Teachers, Student Placement, Governance, College Faculty, Teacher Role, Institutional Characteristics, Teacher Attitudes, Misconceptions, Interpersonal Relationship, Barriers
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A