Mapping Physical Education Student Teacher Competencies and Developmental Needs: Insights from the University of Botswana Teaching Practice Assessment Dataset 1998-2004 = Mapping Physical Education Student Teacher Competencies and Developmental Needs: Insights from the University of Botswana Teaching Practice Assessment Dataset 1998-2004

다국어 초록 (Multilingual Abstract)

In the brave new world of physical education teacher education, subjecting teaching performance scores and the professional practices associated with these scores to regular theoretical and empirical scrutiny is necessary to root out preconceptions, stimulate pedagogical innovations, and provide cogent justifications for institutional investments in teaching practicum and clinical supervision. This study examines both the instruments used at the University of Botswana (UB) to evaluate the professional behaviours and personal attributes of physical education student teachers, and how the students have performed on these clinical evaluation scales. The dataset for the study contains the observation reports on 1,776 lessons taught by about 550 physical education student teachers from 1998-2004. Although students generally achieved high thresholds on various teaching skills and abilities, the results of rank ordering of aggregate points suggest a pattern of performance in which the supervisors consistently assigned highest ratings to some competencies and lowest ratings to others. In particular, students tended to receive lowest ratings on critical dimensions of teaching. Because high quality pedagogy is essential to student outcomes, teaching method courses in the context of UB must be redesigned to enhance students` competence in lesson preparation, presentation, conclusion, evaluation and creation of supportive environment for learner engagement.