Pre-service Teachers’ Experiences of Learning About and Through Models-Based Practice

Abstract

Background: Models-Based Practice (MBP) represents an innovative approach toward meaningful pedagogical and curricular change in physical education. However, little is known about the ways pre-service teachers (PSTs) learn about multiple models (theories and benchmarks), while also learning through the models (experiencing the models as learners) during Physical Education Teacher Education programs. Purpose: Drawing from Loughran’s (2006) pedagogy of teacher education theory, the purpose of this paper is to understand PSTs’ experiences learning about and through MBP focusing specifically on the following models: Teaching Personal and Social Responsibility, Cooperative Learning, Peer Teaching, and Teaching Games for Understanding. Method: Participants were PSTs enrolled in three distinct PETE courses. An ethnographic approach was used to provide rich description and interpretation of data, uncovering shared meanings of nine PSTs' experiences of MBP. The following data were gathered: 27 individual interviews, 2 focus group interviews, and 16 reflective journals. Using content structures from pedagogy of teacher education theory, data were analysed by coding and comparing participants’ responses. Results: Many PSTs gave positive responses to MBP after enrolling in one relatively short 13-week course. Yet, PSTs suggested that increased experiential learning through multiple models over several courses led to increased understanding of MBP and identification as prospective teachers who could use MBP in the future. Discussion: The results of this research support suggestions that PSTs should be provided with extended opportunities to learn about and through several models during PETE programs. Program-wide adoption offers the greatest promise in supporting future implementation of MBP.