Integrating Theory to Practice of Pre-service Physical Education Teachers

Abstract

The purpose of this research was to investigate the integrating theory into practice of the pre-service physical education teachers during their student teaching. The participants were 78 preservice physical education teachers who enrolled in a field experience: student teaching and Classroom Action Research course of academic year 2016. The instrument was a questionnaire that was divided into four aspects: 1) demography, 2) learning management, 3) lesson planning, and 4) teaching practice. The data were analyzed by using
descriptive statistics, which are frequency, percentage, mean (μ), and standard deviation (σ). The research findings were as follows: 1) most of the pre-service teachers taught 8 – 10 periods per week and were assigned to teach only physical education in school; 2) They recognized and implemented the National Education Act B.C. 1999 and the Basic Education Core Curriculum B.E. 2551 as a guideline for their learning management. Most of them focused on the practice and application stages to ensure that students maintain
their movement during their instructional activities; 3) They planned their activities engaging students
into their lessons and designed their lesson contributing to the purposes of teaching physical education; 4) They reflected that their teaching practices followed the principles of teaching physical education.