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DOCUMENT RESUME ED 401 254 SP 036 999 AUTHOR Mawer, Mick, Ed. Mentoring in Physical Education: Issues and TITLE Insights.' REPORT NO ISBN-0-7507-0565-5 PUB DATE 96 NOTE 249p. AVAILABLE FROM Falmer Press, Taylor & Francis, 1900 Frost Rd., Suite 101, Bristol, PA 19007-1598 ($24.95). Collected Works PUB TYPE Books (010) General (020) EDRS PRICE MF01/PC10 Plus Postage. *8eginning Teacher Induction; College School DESCRIPTORS Cooperation; Elementary Secondary Education; Foreign Countkies; Higher Education; *Mentors; *Partnerships in Education; *Physical Education; Physical Education Teachers; Preservice Teacher Education; *Student Teaching; Teacher Education Curriculum; *Teacher Role IDENTIFIERS Australia; United Kingdom; United States ABSTRACT These chapters describe partnerships and mentoring programs in the United Kingdom for initial teacher education. Part 1: The Context contains two chapters: "Partnerships in School-Based Training: The Implications for Physical Education" (Patricia Shenton and Elizabeth Murdoch); and "What Is Mentoring?" (Michael Taylor and Joan Stephenson). Part 2: An insight into the Trainee's Perspective contains five chapters: "Changes in Physical Education Students' Anxieties and Concerns on School Experience: A Longitudinal Study" (Susan Capel); "Trainees' Concerns, Experiences and Needs: Implications for Mentoring in Physical Education" (Colin Hardy); "An Account of Laura's First Term on a School-Based PGCE Course" (Emma Tait); "Learning To Teach Physical Education in the Primary School" (Mick Mawer); and "Trainees' Views of Mentoring in Physical Education" (Chai Kim Yau). Part 3: Issues Concerning the Role of the Mentor contains four chapters: "Physical Education Mentors' Needs" (Ros Phillips, Ann-Marie Latham, and Joanne Hudson); "Supporting the New Generalist Teacher in the Teaching of Physical Education in the Primary School" (Mick Mawer); "Working Together: Roles and Relationships in the Mentoring Process" (Joanne Hudson and Ann-Marie Latham); and "Pedagogical Content Knowledge and Critical Reflection in Physical Education" (Tony Rossi). Part 4: An International Perspective contains two chapters: "Mentoring in the Australian Physical Education Teacher Education Context: Lessons from Cooking Turkeys and Tandoori Chicken" (Richard Tinning); and "Mentoring within Physical Education Teacher Education in the USA: Research Trends and Development" (Deborah Tannehill and Deborah G. Coffin). Chapters contain references. (JLS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS Cy- INFORMATION EDUCATIONAL RESOURCE ES MATERIAL HAS BEEN GRANTED BY CENTER ( IC) Cr reproduced 0 This ufmoem n t the a s 0 ebresen n bi/) or p tioas received originating IL 0 Minor changes have been made to improve reproduction quality 0) Points of view or oponions stated in this dOC u- ment do not necessarily represent official OERI position or policy TO THE EDUCATIONAL RESOURCES (C) INFORMATION CENTER (ERIC)" BEST J .4 Mentoring in Physical Education 3 Dedication This book is dedicated to the memory of Joy McConachie Smith of the University of Brighton We celebrate her life, so prematurely ended. 4 Mentoring in Physical Education: Issues and Insights Edited by Mick Mawer The Falmer Press (A member of the Taylor & Francis Group) Washington, D.C. London 5 Falmer Press, 1 Gunpowder Square, London, EC4A 3DE UK Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, USA Bristol, PA 19007 © M. Mawer 1996 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publisher. First published in 1996 A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data are available on request ISBN 0 7507 0564 7 cased ISBN 0 7507 0565 5 paper Jacket design by Caroline Archer Typeset in 10/12pt Garamond by Graphicraft Typesetters Ltd., Hong Kong. Printed in Great Britain by Biddies Ltd., Guildford and King's Lynn on paper which has a specified pH value on final paper manufacture of not less than 7.5 and is therefore 'acid free'. 6 BEST COPY AVAILABLE Contents Introduction 1 Mick Mawer Part One The Context 7 Partnerships in School-based Training: The Implications for 1 Physical Education 9 Patricia Shenton and Elizabeth Murdoch What is Mentoring? 2 22 Michael Taylor and Joan Stephenson Part Two An Insight into the Trainee's Perspective 39 Changes in Physical Education Students' Anxieties and 3 Concerns on School Experience: A Longitudinal Study 41 Susan Capel 4 Trainees' Concerns, Experiences and Needs: Implications for Mentoring in Physical Education 59 Colin Hardy An Account of Laura's First Term on a School-based PGCE 5 Course 73 Emma Tait Learning to Teach Physical Education in the Primary School 6 89 Mick Mawer Trainees' Views of Mentoring in Physical Education 7 108 Chai Kim Yau Part Three Issues Concerning the Role of the Mentor 121 8 Physical Education Mentors' Needs 123 Ros Phillips, Ann Marie Latham and Joanne Hudson Supporting the New Generalist Teacher in the Teaching of 9 Physical Education in the Primary School 141 Mick Mawer Contents 10 Working together: Roles and Relationships in the Mentoring 161 Process Joanne Hudson and Ann Marie Latham Pedagogical Content Knowledge and Critical Reflection in 11 176 Physical Education Tony Rossi Part Four An International Perspective 195 Mentoring in the Australian Physical Education Teacher 12 Education Context: Lessons from Cooking Turkeys and 197 Tandoori Chicken Richard Tinning Mentoring within Physical Education Teacher Education in the 13 217 USA: Research Trends and Developments Deborah Tannehill and Deborah G. Coffin 239 List of Contributors 241 Index vi Introduction Mick Mawer This is a undoubtedly a time of considerable change as far as teacher education in the UK is concerned, in fact, others have described this period as 'a significant watershed in the history of teacher preparation' (Tomlinson, 1995, p. viii) in which government interventions have 'transformed initial teacher education in the UK' (Furlong and Maynard, 1995, p. vii). Although many of these changes are also being felt in other countries it has been the speed of change that has characterized the UK context, as a rapid 'stream' of government circulars (DES 1984, 1989a and 1989b; DFE, 1992 and 1993) have transformed a largely higher education-based professional training into a school/ university 'partnership' enterprise with two-thirds of the trainees' time being spent in school and the greater responsibility for training and assessment being vested in the practising teacher in school. What is now a largely school-based training for teaching has meant that the role of teachers acting as 'mentors' to trainees has developed in importance. Many teachers taking on the new role of mentor to a trainee have been enthusiastic about the opportunities provided by a more school-based training, and have welcomed the prospect of not only becoming more involved in the preparation of new teachers, but also in contributing to what they see as a more relevant and effective professional training. However, there are also concerns and uncertainties about taking on the increased responsibility for teacher education without adequate time and funding for the job, and many are naturally a little apprehensive about what has to be achieved. In addition to this there appears to be a certain lack of clarity concerning the role of the mentor in initial teacher education (ITE), and even what `mentoring' itself actually means. There are also those who believe that we cannot actually con- ceptualize the role of the mentor in ITE until we understand more fully the processes involved in learning to teach (Furlong and Maynard, 1995). But the issue that is central to these concerns is that if student teachers are expected to develop appropriate forms of practical professional knowledge through a training course in which the bulk of the time is spent in schools, then it is essential that a carefully structured support system in schools is available, and at this point in time such a system is centred around the role of the teacher as mentor. Most of the literature on mentoring in ITE in the UK has concentrated on a generic view of mentoring in either primary or secondary schools, and very 1 Mick Mawer little is known about the school-based mentoring of trainees within partnership schemes in specific curriculum subjects, such as physical education. A greater knowledge of the issues that can influence the effectiveness of partnership schemes in teacher education in PE (PETE) and the quality' of mentoring of trainees in schools, will, in turn, affect the quality of the physical education taught and received by pupils in school. That is what this book is about. It attempts to provide information on a number of issues already faced by those involved in partnership ITE schemes in PE, not only to provide an insight into what is happening at the present time and the views of those involved, but to also offer the results of recent research that might help those who are concerned with the planning and implementation of school-based ITE and mentor training programmes. The book is in four parts. Part One 'sets the scene' so to speak, and includes chapters on the present context concerning `partnerships' in school-based or is PETE in the UK, and on the whole issue of what mentoring in ITE is not! As many feel that any planning of school-based ITE schemes and mentor training programmes should start from the trainees' perspective. Part Two therefore includes a series of chapters describing the results of research pro- jects and the issues they have raised concerning the experiences of student teachers of PE during their ITE course. Part Three contains four chapters that discuss issues of particular concern to teachers acting in the role of mentors for trainees in PE. They include not only the results of research that has sought the opinions of teachers concerning their experience of acting in the new role of `mentor' to trainees and the training that they feel they need to fulfil that role, but also a chapter on two interrelated topics of concern to all involved in the training of the next generation of PE teachers (but of particular importance the issues of 'professional knowledge' and the pro- to mentors in schools) cess of training teachers to become 'reflective practitioners'. The final part of this book takes an International perspective. Not only do the two contributors offer UK readers an insight into teacher education developments overseas, but along with other contributors to this book, they provide a substantial contribution to the building up of a knowledge base about mentoring in PE. The first chapter by Elizabeth Murdoch and Patricia Shenton raises the kind of issues that are confronting PE departments in higher education institutions (HEIs) in the UK who have spent the last few years developing partnership PETE schemes with schools. They discuss the importance of joint, collabor- ative planning of the student teacher's learning experiences with the trainee being fully involved in that planning; the need to clarify individual responsibil- ities of each partner in the training process; and that quality control should be an essential feature of partnership arrangements in terms of the contribution of the mentor, the structure and continuity of the trainee's learning experience, and the opportunities for further professional development to be part of the process. The notion of a trainee's 'entitlement' is central to this chapter, and the authors see sound 'Partnerships in Action' as being the foundation on which such an entitlement may be achieved. 2 10