Preactive and Interactive Decision-Making Tendencies of Less and More Experienced Preservice Teachers

• Published in: Research quarterly for exercise and sport Vol. 64; no. 1; pp. 46 - 55
• Main Authors: Byra, Mark, Sherman, Michael A.
• Format: Journal Article
• Language: English
• Published: Reston, VA Taylor & Francis Group 01.03.1993; American Alliance for Health, Physical Education, Recreation and Dance
• Subjects: Adult; Biological and medical sciences; Cognition; Cognitive Processes; Decision Making; Educational psychology; Elementary Secondary Education; Fundamental and applied biological sciences. Psychology; Higher Education; Humans; Lesson Plans; physical education; Physical Education and Training; Physical Education Teachers; Planning; Preservice Teacher Education; Preservice Teachers; Problem Solving; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Racquet Sports; Student Teachers; Teacher; Teacher Background; Teacher Characteristics; teacher planning; Teaching - methods; Teaching Experience; Human; Professional experience; Didactics; Teacher pupil relation; Social interaction; Decision making; Teacher; Adult; Behavior; Physical education
• ISSN: 0270-1367; 2168-3824
• DOI: 10.1080/02701367.1993.10608778

The purpose of this study mas to describe the planning and interactive thoughts and decisions of less and more experienced preservice teachers (PTs). Twelve PTs, 6 less and 6 more experienced, planned, taught, and reviewed two lessons in lacrosse. While planning, the PTs were instructed to think aloud and verbalize their thoughts. After teaching, the PTs viewed six segments of their videotaped lessons and, following each segment, were presented with a set of questions, given orally. The verbal reports from the think aloud and stimulated recall sessions were audiotaped and transcribed. Descriptive analysis revealed that mare experienced PTs made more information requests and decisions while planning than did less experienced PTs. During instruction, all subjects tended to teach from their plan when lessons were perceived to be progressing as planned. When lessons were perceived as not progressing as planned, the more experienced PTs tended to make lesson adjustments whereas the less experienced PTs tended to continue to teach without making any adjustment. These findings are discussed within the context of knowledge representation with implications for professional preparation.