Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was ...threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P=0.04), lower final course grades (P=0.01), and a greater use of mentorship hours (P=0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.
This study investigates the prevalence and quality of formative assessment in Physical Education pre-service teachers’ (PSTs’) teaching lessons. Moreover, we draw attention to how mentor teachers ...emphasise formative assessment in mentoring sessions. Data collection was conducted during the PSTs’ field practice. A multi-case design was chosen and the study included 15 PSTs and 4 mentors. The PSTs were in their second year (fourth semester) of the ITE-program. The participants were in four different groups (School 1, 2, 3 and 4) each consisting of three/four PSTs and one mentor. Results revealed brief instances of formative assessment in PSTs’ teaching and in mentors’ comments during mentoring sessions. The findings indicated PSTs’ limited capability to identify critical elements in an exercise, and partly a lack of ability to differentiate their teaching. Furthermore, we found little evidence of feedback loops between PSTs and students that stimulated learning, and/or promoted students’ understanding and participation. The mentoring sessions had a strong focus on organising the lessons and effective time utilisation. There were no discussions of how the PSTs could maximise students’ engagement for learning. A possible explanation for the PSTs’ modest use of formative assessment may be that campus teaching has failed to introduce the topic in a proper way. Moreover, there appears to be a need to strengthen cooperation between campus and partner schools to stimulate the importance of formative assessment.
Keywords: Assessment for Learning, teacher education, physical education, mentoring
Vurdering for læring i kroppsøving: En analyse av undervisning og veiledning i praksisopplæring.
Sammendrag Denne studien undersøker forekomsten av, og kvaliteten på kroppsøvings-lærerstudenters bruk av formativ tilbakemelding i sin egen undervisning. Dessuten ønsker en å avdekke i hvilken grad praksislærerne vektlegger betydningen av formativ tilbakemelding i veiledningssamtaler. Datainnsamlingen ble gjort i løpet av lærerstudentenes praksisperiode. Det ble benyttet et multi-case design og studien omfatter 15 lærerstudenter og 4 praksislærere. Lærer-studentene var i sitt 2. studieår (4. semester), og hadde valgt kroppsøving som fordypningsfag. Deltakerne var inndelt i fire ulike grupper (Skole 1, 2, 3 og 4) som var sammensatt av tre/fire lærerstudenter og en praksislærer. Resultatene avdekket et beskjedent fokus på formativ tilbakemelding både i lærerstudentenes undervisningsøkter og praksislærernes veiledningsøkter. Funnene indikerer lærerstudentenes begrensede evne til å identifisere kritiske elementer i en aktivitet, samt evne til å øke elevenes læring gjennom å tilrettelegge for differensiering. Videre fant en lite bruk av tilbakemeldingssløyfer mellom lærerstudentene og elevene som stimulerte læring, eller fremmet elevers forståelse og deltakelse. Veiledningsøktene hadde et sterkt fokus på organisering og effektiv tidsutnyttelse. Det var ingen diskusjon om hvordan lærerstudentene kunne stimulere elevenes engasjement for læring gjennom tydelig presentasjon av læringsmål. Den mest åpenbare forklaringen er at formativ tilbakemelding ikke er presentert på en tilstrekkelig kontekstualisert måte i kroppsøvings-lærerutdanningen. Videre ser det ut til å være et behov for å styrke samarbeidet mellom campus og praksisfelt for å stimulere betydningen av formativ tilbakemelding.
Nøkkelord: Vurdering for læring, lærerutdanning, kroppsøving, veiledning
In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, ...2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.
The core aim of physical education initial teacher training in England is to prepare associate teachers to become creative, inspiring, and highly skilled practitioners who will contribute to the ...teaching and development of the subject. School-based mentors play a critical role in this process, and an appreciation of their impact has raised the importance of understanding the nuanced way they work with associate teachers in school. This paper uses the framework of monologic and dialogic mentoring to identify and analyze effective mentoring practices. More specifically, it summarises some of the main findings of five research papers that the authors have written about mentoring and draws attention to the processes that are more likely to improve outcomes for associate teachers as they begin their careers in physical education
E-Mentoring in Physical Education Cothran, Donetta; McCaughtry, Nate; Faust, Roberta ...
Research quarterly for exercise and sport,
09/2009, Letnik:
80, Številka:
3
Journal Article
Recenzirano
Mentoring can be a critical component of teachers' professional development and retention, yet logistical and fiscal challenges often limit the amount of contact a protégé can have with a mentor ...teacher. This investigation explored a school district initiative to address this need for more mentor interaction by supplementing traditional face-to-face mentoring with electronic mentoring. Thirty elementary physical education teachers participated in a year-long program that involved workshops, school visits, videotaped lessons, and electronic mentoring via chat rooms. Data were collected from chat room postings and analyzed for frequency of response and quality. In addition, a series of interviews were analyzed via constant comparison process to further understand teachers' perceptions of electronic mentoring. In general, teacher postings were minimal in frequency and quality. The limited use of the chat rooms was likely linked to the teachers' perceptions of electronic mentoring, which included several concerns with the technical and human dimensions of the process.
The article considers mentoring as a resource for the formation of interest in physical culture through the organization of non-standard classes in the extended day mode, taking into account the ...interests of younger schoolchildren. A survey was conducted to determine the interests of younger students in physical education. It was revealed that younger students are interested in: football, gymnastics, outdoor activities, musical rhythmic and outdoor games, the opportunity to study individually at their own pace and rhythm, with a choice of tasks. The activity of student mentors is described, taking into account the identified interests in physical culture: in classes in the extended day group, mobile and sports games with alternating computer games are implemented; dance and musical rhythmic movements using the Just Dance prefix; individual cards with variable tasks. Mentoring is defined as a resource for interest formation, implemented through relationships in the educational process with the transfer of experience and knowledge, allowing to individualize the process of education and upbringing. The conducted research revealed an increase in the interest of younger schoolchildren in physical education, which manifested itself in increased attendance and activity. Method and methodology of the work: The research uses theoretical and empirical methods. Analysis of the literature on the research problem, pedagogical experiment. The survey was conducted among students in grades 2-4 of a general education institution. It allowed us to identify interests in physical education. And to form a program for the activities of student mentors in the experimental group. At the final stage of the experiment, the expert assessment of the physical education teacher was used. Results: The study shows that the activity of student mentors contributes to an increase in interest in physical culture in the implementation of non-standard classes and communication in an extended day group. Which manifests itself in an increase in attendance and activity of younger students. Therefore, mentoring can be a resource for developing younger students’ interest in physical education.
This book examines factors surrounding the partnership between school-based training and mentoring in Physical Education.
Contributors look at all angles of the collaboration between schools and ...higher education institutions, including:
How mentor training programs are planned and the issues involved
*Trainees' experiences of school-based training and mentoring
*The needs of PE mentors in schools
*A full explanation of mentoring
Drawing on recent findings and the views of physical education teachers in the UK, Australia and the USA, the editor combines a wealth of information on factors which influence mentorship and the effectiveness of school-based partnership schemes.
The current study aimed to find the relationship among charismatic leadership, mentoring effectiveness, and self-determination in physical education instructors. It was hypothesized that there would ...be a negative relationship between charismatic leadership and mentoring effectiveness and a positive relationship between charismatic leadership and self-determination. Charismatic leadership and mentoring effectiveness would be significant positive predictors of self-determination. Data were collected from the male physical education teachers in Lahore using a convenient sampling. The research findings indicate that instructors with strategic vision, sensitivity to the environment, and sensitivity to members’ needs have a high awareness of themselves and their perceived choices. There were non-significant family systems, educational differences, and income differences in self-determination among the physical education instructors. This study would help explore leadership styles in connection to mentoring effectiveness and self-determination for better teaching efficacy and the development of academia. Future research can include female teachers and cities, other than Lahore.
The current study aimed to find the relationship between charismatic leadership, mentoring effectiveness and self-determination in physical education instructors. It was hypothesized that there would ...be a negative relationship between charismatic leadership and mentoring effectiveness and a positive relationship between charismatic leadership and self-determination. Charismatic leadership and mentoring effectiveness would be significant positive predictors of self-determination. Data were collected from male physical education teachers from Lahore using a convenient sampling. The research findings indicate that instructors with strategic vision, sensitivity to the environment, and sensitivity to members’ needs have a high awareness of themselves and their perceived choices. There were non-significant family systems, educational differences, and income differences in self-determination among physical education instructors. = This study would help explore leadership styles in connection to mentoring effectiveness and self-determination for better teaching efficacy and the development of academia. Future research can include female teachers and cities other than Lahore.
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