How the Spectrum can help me meet ACARA descriptors (original) (raw)
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The main purpose of the present study was to examine Greek physical education (PE) teachers’ self-reported use of the Spectrum of teaching styles and their perceptions of the benefits of adopting these styles for their students. An additional goal was to explore the teachers’ perceived ability to implement these teaching approaches. The participants of the study were 219 (132 males, 87 females) PE teachers. Using an adaptation of Kulinna and Cothran’s (2003) Spectrum of teaching styles questionnaire, the PE teachers reported greater implementation of the command, inclusion, and practice styles than the self-check, learner-initiated, and self-teaching styles in their teaching. The PE teachers also perceived that the reproduction and production clusters of teaching styles were equally effective in promoting fun, skill learning, and motivation for learning in their students. Results also revealed that the teachers’ self-perceived ability was highest for command style use and their perceived benefits of the styles for their students were highest for the practice approach. The findings of the present study reinforce that a variety of personal experience factors can influence PE teachers’ tendency to implement a specific teaching style.
Developing the descriptions of landmark teaching styles : a spectrum inventory
Mosston & Ashworth"s Spectrum of Teaching styles was first published in 1966 and is potentially the longest surviving model of teaching within the field of physical education. Its longevity and influence is surely testament to its value and influence. Many tools have also been developed through the years based on The Spectrum of Teaching Styles. In 2005 as part of a doctoral study, this tool was developed by the author, Dr Edwards and Dr Ashworth for researchers and teachers to identify which teaching styles were being utilised from The Spectrum when teaching physical education. It could also be utilised for self-assessment of the teaching styles and individual uses, or those who work with Physical Education Teacher Education courses. The development of this tool took approximately 4 months, numerous emails and meetings. This presentation will outline this process, along with the reasons why such a tool was developed and the differences between it and others like it.
This study is aimed at examining physical education student teachers' experiences with, beliefs about, and intention to use Spectrum teaching styles in the future . Two hundred and eighty eight Physicak Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward's (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers' conceptions about their students' learning process influenced by their prior experiences as school students.
Developing a better understanding of how students and teachers learn to teach with the Spectrum
As educators in higher education we are interested in transforming students’ perceptions, attitudes and behaviors in relation with the use of a variety of teaching styles. And we have solid reasons for that. Nevertheless, students’ past experiences in Physical Education and a series of blocking beliefs play an important role in their understanding. A series of research studies and empirical information will be presented that might be useful to those of us who are teaching the Spectrum to students and teachers. An abstract of the presentation and additional notes will be available to the Spectrum pre-conference participants.
Self-Identified and Observed Teaching Styles
Myths in Education, Learning and Teaching
The research undertaken has reviewed teaching styles used in Senior Physical Education within Queensland schools. Teaching styles, or its equivalent terms such as methods, models or strategies, are valued for what they claim they can achieve. While numerous definitions exist for teaching styles during this chapter they will be defined as "decision patterns that define the teacher's and learners' actions so that a prescribed set of objectives can be accomplished" (Mosston & Ashworth. 2002, p. 1). In undertaking research in the area of teaching styles the researchers not only set out with specific research questions to explore but also some beliefs about what to expect of teachers. The findings of the study challenged the assumptions of the study questions and the 'truth' about teaching styles actually used by teachers. In recent times curriculum documents by governments in places such as Scotland, England and Queensland (Australia) have called for a range of teaching styles or approaches to meet the variety of learner differences and allow students to make more independent decision making in physical education (Hardy and Mawer, 1999). Prior to 2005, no research had been conducted on the teaching styles that teachers of physical education use in Queensland.
Observed teaching styles of senior physical education teachers in Australia
Curriculum Perspectives, 2018
Prior to 2005, it was not known what teaching styles were used for physical education (PE) in the state of Queensland, Australia. In order to explore the effect that teachers' beliefs about teaching styles influenced their self-reported use, Cothran et al. (Research Quarterly for Exercise and Sport, 76(2), 193-201, 2005) conducted a study in which teachers were asked to complete a questionnaire that presented various teaching style scenarios based on the 11 styles identified by Mosston and Ashworth (2008). This research included Queensland teachers of both primary and secondary PE, but did not confirm through observation the accuracy of the self-reporting. To address this gap, this paper presents the findings of observations of teaching styles used by nine teachers of Queensland senior PE across three 1-h lessons of a 9-week unit, to determine whether syllabus outcomes were being met. The teachers had all completed 4-year training, with three having 0-4 years of teaching experience, three with 5-10 years, and three with 11 years or more. The nine participants' lessons (n = 27 lessons) were coded by two coders using Ashworth's (2004) Identification of Classroom Teaching-learning Styles and descriptors of teaching styles from (Cothran et al. 2005) Teaching Physical Education (Mosston and Ashworth 2002). Inter-observer reliability over the 27 lessons was 99%. The data were analysed via an SPSS version 21 command to determine the means and frequency distribution of the styles indicated within the Mosston and Ashworth (2008) Spectrum. The senior PE teachers participating in this study failed to demonstrate the use of a range of styles in their lessons, in spite of the Queensland Senior Physical Education Syllabus (2004) detailing a specific range of styles to be used. This suggests that the aims, objectives and outcomes (including higher-order thinking skills) as described in the syllabus were not being met.
Physical education student teachers’ experiences with and perceptions of teaching styles
This study is aimed at examining physical education student teachers’ experiences with, beliefs about, and intention to use Spectrum teaching styles in the future (Mosston & Ashworth, 2002). Two hundred and eighty eight Physical Education student teachers participated in the study whereas data were collected using a modified and translated version of the questionnaire developed by Cothran, Kulinna, and Ward’s (2000). Participants in the study reported that as primary and secondary education students they had been more frequently exposed to reproduction teaching styles in their physical education classes whereas exposure to what can be described as productive styles had been substantially less frequent. In terms of beliefs, student teachers participating in the study perceive that the reproduction teaching styles provide students with more opportunities for fun, learning skills, and motivation for learning. In addition, as physical education instructors in the future student teachers stated that they are keener on implementing teaching styles from the reproduction cluster. Finally, the finding of the study confirmed student teachers’ conceptions about their students’ learning process influenced by their prior experiences as school students.
Self-reported teaching styles of Australian senior physical education teachers
Your article is protected by copyright and all rights are held exclusively by Australian Curriculum Studies Association. This eoffprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com". Abstract The main purpose of this paper was to present the findings of research completed on the reported teaching styles (based on the work of Mosston and Ashworth 2002) that 110 teachers of Queensland Senior Physical Education believed they used, and to establish how often they believed they used them. Participants included 110 secondary school physical education teachers of years 11 and 12 in the Australian state of Queensland. Data were collected using an adaption of the Kulinna et al. (Measurement in Physical Education and Exercise Science, 7(1): 25-41, 2003) and the Cothran et al. (Research Quarterly for Exercise and Sport, 76(2) 193-201, 2005) instrument which required participants to read 11 scenarios describing the teaching styles from the Spectrum of Teaching Styles introduced by Mosstion and Ashworth above. The teachers in this study reported using a range of styles from both the reproduction and production clusters. The findings of this study indicate that numerous factors may influence teachers' reported use of teaching styles, and that further research is necessary to confirm if teachers are able to accurately report on the teaching styles they use.
An Exploration of Mosston’s Spectrum of Teaching Styles in Athletic Training Education
2020
Athletic training educators teach in didactic, laboratory and clinical settings, all requiring an array of pedagogical strategies to effectively instruct students. Mosston’s Spectrum of Teaching Styles is a theoretical framework to support pedagogical decision making in physical education. The purpose of the commentary is to examine teaching styles from Mosston’s Spectrum in the context of athletic training education. A general introduction, review of comparative literature and practical application to athletic training education is provided for each of the eleven teaching styles. The examination and application of educational theory from other disciplines may provide athletic training educators additional resources to enhance student learning.