In-service training in physical education for the Pomona elementary school teachers

78 Pages·02.714 MB·English

by  Green, M. Elizabeth

IN-SERVICE , TRAINING,. IN. PHYSICAL EDUCATION FOR THE
POMONA ELEMENTARY SCHOOL TEACHERS
A Thesis
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
M. Elizabeth Green
August 1950
UMI Number: EP56182
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This thesis, written under the direction of the
Chairman of the candidate’s Guidance Committee
and approved by dll members of the Committee,
has been presented to and accepted by the Faculty
of the School of Education of the University of
Southern California in partial fulfillment of the
requirements for the degree of Master of Science
in Education.
Date t£___
Dean
Gut ance Committee
nrrnan
TABLE OF CONTENTS
CHAPTER PACE
. I. INTRODUCTION......... * 1
The problem • • • • • • • • • • • • » • • • • 1
Statement of the problem • • • • • • . « • • 1
Scope of the study • • • • • • • . • • • • . 2
Limitations of the study • • • • • • • • . . 3
Importance of the study • • • . » • • • • • 3
Definitions of terms used • • • • • • • • • • 7
In-service training . • • • . « • • • • • • 7
Elementary schools 7
Elementary school teachers • • • • • • • • • 7
Method of procedure • • • • • • • • • • • • • 7
Organization of remaining chapters . . » • • • 8
II. RELATED LITERATURE .......... 10
Literature related to in-service training • • 10
Indirectly related literature • • • • . • « . 19
III. ANALYSIS OF QUESTIONNAIRE RESULTS............ 24
Formulation of questionnaire • • • . • • • • • 25
Questionnaire results • • • • • • . . • • • • 25
Teacher age 25
Undergraduate preparation for teaching
physical education • • • • • • • • « • • • 26
iv
CHAPTER PAGE
Preparation for teaching physical education
since graduation . • • .................. 29
Teacher participation in activities • • • . 31
Program of activities ............... 33
Expressed interest for in-service training • 41
IV. PHYSICAL EDUCATION IN-SERVICE TRAINING PROGRAM, -
FOR ELEMENTARY SCHOOL TEACHERS......... 46
Administration of the In-service program • • • 46
Selection of personnel • • • • • • • • • • • 46
Enrollment and time allotment........... 48
Physical aspects of the program • 49
The program ..........• • • • • • • • • • 49
First session • • • • • ........ . . . . . 52
Second session • • • • • • • • • • • • • • « 53
Third session . . . . . . . 53
Fourth session .......... • • • • • • . . 54
Fifth session • • • • • • • .............. 54
Sixth session • • • • • • ........... 54
Seventh session • • • • • • . • • • • • • • 55
Eighth session • • • • • • • • • • • • • • • 55
Ninth session • • • • • • • • ........ •• 55
Tenth session • . • • • • • • • • • • • « • 56
Eleventh session . • • • • • • • • • • • • • 56
Twelfth session......... 56
CHAPTER PAGE
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . 58
Summary • • • • • • • • • • • • • • • • • • • 59
Conclusions 62
Recommendations * . • • • • • • • • • • • • . 63
BIBLIOGRAPHY............. 65
APPENDIX ......... 70
LIST OP TABLES
.UJEi
Teacher Age ........... . . . 27
Undergraduate Preparation for Teaching
Physical Education • • • » • • • • • • • • • 28
Preparation for Teaching Physical Education
Since Graduation • • • • • • • • • • • • • • 30
Teacher Participation in Activities • • • • • • 32
Types of Activities Taught in Kindergarten • • 35
Types of Activities Taught in the First Grade • 36
Types of Activities Taught in the Second
Grade 38
Types of Activities Taught in the Third Grade • 39
Types of Activities Taught in the Fourth
Grade • • • • • « » • • • • • • ............ 40
Types of Activities Taught in the Fifth Grade • 42
Types of Activities Taught in the Sixth Grade * 43
Expressed Desire for In-Service Training • . • 45
CHAPTER I
INTRODUCTION
r
/ In-service training is not a new trend nor is it
confined to any one field* It has long been recognized as
a valuable procedure essential to the progress of an
industry or profession* Successful teaching, like other
professions, demands that teachers keep up to date because
of the findings which are constantly being added to the
already vast fund of knowledge in that field* Adminis­
trators, supervisors and teachers should share jointly
the responsibility for the in-service training of teachers*
Together they may work toward the improvement of oppor­
tunities offered to boys and girls and toward raising the
standards of community living*
The education of teachers in service is excellent
to the extent to which it contributes to the continuous
growth and development of teachers as individuals, as
members of the profession, and as socially sensitive
participants in community l i v i n g ^7
I. THE PROBLEM
Statement of the problem* The purpose of this study
1
Teacher Education Workshop, In-Service Education
of Elementary Teachers» (Nashville, Tennessee: Division
of Surveys and Field Studies, George Peabody College for
Teachers), p. 7.
2
was two-folds (l) to investigate the need for in-service
training in physical education for the Pomona elementary
school teachers, (2) to develop a possible in-service
training program to be conducted in the district, should
the results of the afore mentioned investigation point to
a need and desire for such a program.
Scope of the study. The investigation into the
need for in-service training of elementary school teachers
was conducted in the nine elementary schools in the Pomona
district. In this district there is a teacher age range
from twenty three to fifty seven years, and the range of
experience is from one to twenty five years. All nine
schools possess adequate equipment and facilities to
conduct their programs. There is a well founded course
of study in physical education for each grade level. fjFhe
lack of background on the part of the teachers prohibits
this system from conducting an outstanding program of
physical education. J
The only form of in-service training that has been
attempted was a folk dance workshop conducted by the
physical education supervisor in 1942. The development
of this phase of the total program was greatly abetted
and is significant in the planning of further in-service
training.
3
Limitations of the s ( fhis study of in-service
training for elementary school teachers has necessarily
—*-*r’
been limited/in two respects* First, there is very little
literature in the field of in-service education, and there
is still less available literature on in-service training
for physical education at the elementary level* Second,
lis study is concerned with elementary school teachers
only* To be an effective, meaningful program it must be
met with enthusiasm. The elementary teacher is too often
expected to be proficient in every phase of the education
program and the shortcomings are criticized severely by
the personnel of the secondary schools who are especially
trained majors* It is undeniable that the effect of a
comprehensive in-service training program for physical
education at the elementary level would be felt in the
secondary schools*
Importance of the study* In answer to the ubi ^
ous question, ”Why should there be in-service education?”,
Meredith W* Darlington has summed up the following seven
points*^
1. Teachers should keep abreast of the times
M. W* Darlington, In-Service Education of Teachers
and Rural Community Building, (Stillwater, OkTahomal Okla-
homa Agricultural and Mechanical College, 1944), p* 7.