The purpose of this study was to identify the dominant instructional interaction patterns of expe... more The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.
Everyone who steps in front of a group of students wants to teach well. Teachers spend countless ... more Everyone who steps in front of a group of students wants to teach well. Teachers spend countless hours in preparation for teaching. Many continue their education far beyond their initial training by attending workshops, reading relevant books and articles, and pursuing advanced degrees. It is interesting to note, however, that it appears to be the better teachers, those with more experience and expertise, who more avidly pursue knowledge to teach better. In a recent study, it was found that experienced teachers believed they had a great deal to learn about teaching, while novice teachers believed they knew everything they needed to know about teaching (Schempp, Tan, manross, & Fincher, 1998). The better teachers are eager to learn. It is perhaps one reason they are better teachers.
Teachers and Teaching Theory and Practice, Jul 28, 2006
ABSTRACT The purpose of this study was to investigate the knowledge differences between competent... more ABSTRACT The purpose of this study was to investigate the knowledge differences between competent and novice teachers. Data were collected through extended, multiple interviews with five novice and five competent teachers. The teachers were interviewed three times and ...
Journal of Teaching in Physical Education, Dec 31, 1997
The purpose of the study was to ascertain the influence of subject matter expertise on teachers&a... more The purpose of the study was to ascertain the influence of subject matter expertise on teachers' pedagogical content knowledge. Data were collected through multiple, extended interviews with 10 teachers with expertise in at least 1 subject area in physical education. Each teacher ...
Journal of Teaching in Physical Education, Jul 1, 2006
Abstract This study examined 49 student teachers' actions and perspectives when ... more Abstract This study examined 49 student teachers' actions and perspectives when implementing a curricular innovation (die tactical games approach). Data were collected via videotaped lessons, interviews, and follow-up questionnaires. Questions for interviews ...
Title The Practices of Expert Teachers. Author(s) Paul Schempp, Steven Tan and Bryan McCullick So... more Title The Practices of Expert Teachers. Author(s) Paul Schempp, Steven Tan and Bryan McCullick Source Teaching and Learning, 23(1), 99-106 Published by Institute of Education (Singapore) ... The Practices of Expert Teachers Paul Schempp, Steven Tan and Bryan McCullick ...
Recent research indicates that self-monitoring is a common practice of expert teachers. Through s... more Recent research indicates that self-monitoring is a common practice of expert teachers. Through self-monitoring, experts identify their strengths and weaknesses in teaching and devise strategies that help them to continue on a path of professional excellence. The purpose of this article is to propose effective self-monitoring practices for teachers based on this research. These practices include assessing and adapting four fundamental aspects of teaching: (a) instructional skills, (b) teaching perspective, (c) personal characteristics, and (d) knowledge base. By learning to self-monitor, teachers can efficiently and continuously develop their expertise throughout their career.
Quest -Illinois- National Association for Physical Education in Higher Education-
The authors sought to identify and categorize completed coaching education program (CEP) scholars... more The authors sought to identify and categorize completed coaching education program (CEP) scholarship published in a recent 13-year period to provide a framework regarding the process of how coaches are prepared and certified. Scholarship was defined as data-based investigations, reviews, and position papers focused on CEPs, coaching training, and coaching development. Our review exposed that (a) there was an increasing emphasis on naturalistic research methods, (b) coaches' views and concerns were a major focus, (c) the early part of the era saw scholarship focused on the "what" of CEPs and a call for examining more of the "how" and "why" is being heeded, and (d) few assessments or interventions of CEPs were conducted. The findings provide scholars with a clear view of how the CEP field "sits" (Silverman & Skonie, 1997) and serve as a useful tool for extending the scholarship.
A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1... more A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1986; Tan, 1997). Possessing an excellent memory aids experts in building a substantial knowledge base relative to teaching and learning. Despite its importance, the memory skills of expert teachers have yet to be investigated. Therefore, the purpose of this study was to analyze the working memories of expert sport instructors. Forty-three expert teachers served as subjects for this study. Each teacher was shown a series of slides depicting play and instructional situations in their respective domains. The test required that the subjects view a slide for 5 seconds and then recall as much as they could from the slide. The audio taped responses were transcribed and then analyzed inductively using Huberman and Miles' (1995) four-stage analysis framework to draw themes and commonalities from the data. The findings revealed three themes of experts'working memories: a) voluminous and ri...
Quest -Illinois- National Association for Physical Education in Higher Education-
Current debates about educational theory are concerned with the relationship between knowledge an... more Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a truth and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some cautions about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.
Background: Based on the idea that students remember best what is presented last, the lesson clos... more Background: Based on the idea that students remember best what is presented last, the lesson closure is commonly identified as an important component of effective teaching and has recently surfaced as a routine practice of expert teachers in sport. Despite its link to both effective and expert instruction, the lesson closure has seen scarce attention as a topic of research
This study investigated the political events characterizing the start of a teaching career. An in... more This study investigated the political events characterizing the start of a teaching career. An interpretative framework was used to access the perceptions and meanings teachers gave to experiences encountered in their first years on the job. Life history methodology permitted three ...
The purpose of this study was to identify the dominant instructional interaction patterns of expe... more The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions.
Everyone who steps in front of a group of students wants to teach well. Teachers spend countless ... more Everyone who steps in front of a group of students wants to teach well. Teachers spend countless hours in preparation for teaching. Many continue their education far beyond their initial training by attending workshops, reading relevant books and articles, and pursuing advanced degrees. It is interesting to note, however, that it appears to be the better teachers, those with more experience and expertise, who more avidly pursue knowledge to teach better. In a recent study, it was found that experienced teachers believed they had a great deal to learn about teaching, while novice teachers believed they knew everything they needed to know about teaching (Schempp, Tan, manross, & Fincher, 1998). The better teachers are eager to learn. It is perhaps one reason they are better teachers.
Teachers and Teaching Theory and Practice, Jul 28, 2006
ABSTRACT The purpose of this study was to investigate the knowledge differences between competent... more ABSTRACT The purpose of this study was to investigate the knowledge differences between competent and novice teachers. Data were collected through extended, multiple interviews with five novice and five competent teachers. The teachers were interviewed three times and ...
Journal of Teaching in Physical Education, Dec 31, 1997
The purpose of the study was to ascertain the influence of subject matter expertise on teachers&a... more The purpose of the study was to ascertain the influence of subject matter expertise on teachers' pedagogical content knowledge. Data were collected through multiple, extended interviews with 10 teachers with expertise in at least 1 subject area in physical education. Each teacher ...
Journal of Teaching in Physical Education, Jul 1, 2006
Abstract This study examined 49 student teachers' actions and perspectives when ... more Abstract This study examined 49 student teachers' actions and perspectives when implementing a curricular innovation (die tactical games approach). Data were collected via videotaped lessons, interviews, and follow-up questionnaires. Questions for interviews ...
Title The Practices of Expert Teachers. Author(s) Paul Schempp, Steven Tan and Bryan McCullick So... more Title The Practices of Expert Teachers. Author(s) Paul Schempp, Steven Tan and Bryan McCullick Source Teaching and Learning, 23(1), 99-106 Published by Institute of Education (Singapore) ... The Practices of Expert Teachers Paul Schempp, Steven Tan and Bryan McCullick ...
Recent research indicates that self-monitoring is a common practice of expert teachers. Through s... more Recent research indicates that self-monitoring is a common practice of expert teachers. Through self-monitoring, experts identify their strengths and weaknesses in teaching and devise strategies that help them to continue on a path of professional excellence. The purpose of this article is to propose effective self-monitoring practices for teachers based on this research. These practices include assessing and adapting four fundamental aspects of teaching: (a) instructional skills, (b) teaching perspective, (c) personal characteristics, and (d) knowledge base. By learning to self-monitor, teachers can efficiently and continuously develop their expertise throughout their career.
Quest -Illinois- National Association for Physical Education in Higher Education-
The authors sought to identify and categorize completed coaching education program (CEP) scholars... more The authors sought to identify and categorize completed coaching education program (CEP) scholarship published in a recent 13-year period to provide a framework regarding the process of how coaches are prepared and certified. Scholarship was defined as data-based investigations, reviews, and position papers focused on CEPs, coaching training, and coaching development. Our review exposed that (a) there was an increasing emphasis on naturalistic research methods, (b) coaches' views and concerns were a major focus, (c) the early part of the era saw scholarship focused on the "what" of CEPs and a call for examining more of the "how" and "why" is being heeded, and (d) few assessments or interventions of CEPs were conducted. The findings provide scholars with a clear view of how the CEP field "sits" (Silverman & Skonie, 1997) and serve as a useful tool for extending the scholarship.
A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1... more A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1986; Tan, 1997). Possessing an excellent memory aids experts in building a substantial knowledge base relative to teaching and learning. Despite its importance, the memory skills of expert teachers have yet to be investigated. Therefore, the purpose of this study was to analyze the working memories of expert sport instructors. Forty-three expert teachers served as subjects for this study. Each teacher was shown a series of slides depicting play and instructional situations in their respective domains. The test required that the subjects view a slide for 5 seconds and then recall as much as they could from the slide. The audio taped responses were transcribed and then analyzed inductively using Huberman and Miles' (1995) four-stage analysis framework to draw themes and commonalities from the data. The findings revealed three themes of experts'working memories: a) voluminous and ri...
Quest -Illinois- National Association for Physical Education in Higher Education-
Current debates about educational theory are concerned with the relationship between knowledge an... more Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a truth and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some cautions about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.
Background: Based on the idea that students remember best what is presented last, the lesson clos... more Background: Based on the idea that students remember best what is presented last, the lesson closure is commonly identified as an important component of effective teaching and has recently surfaced as a routine practice of expert teachers in sport. Despite its link to both effective and expert instruction, the lesson closure has seen scarce attention as a topic of research
This study investigated the political events characterizing the start of a teaching career. An in... more This study investigated the political events characterizing the start of a teaching career. An interpretative framework was used to access the perceptions and meanings teachers gave to experiences encountered in their first years on the job. Life history methodology permitted three ...
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