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Using Van Manen's model to assess levels of reflectivity among preservice physical education teachers

Year: 2006
Type: dissertation
Abstract: The intent of this study was two-fold. The first purpose was to apply Van\nManen's model to specific strategies (i.e., written assignments) and supervisory practices\n(i.e., interviews) to examine levels of reflectivity demonstrated and if there were any\nchanges in the reflectivity of student teachers throughout a student teaching period. The\nsecond purpose was to assess the applicability of Van Manen's model to a preservice\nphysical education setting. Five physical education majors enrolled in a student teaching\nexperience volunteered to participate. Five weekly web-based written assignments were\nselected and analyzed using Van Manen's model of reflection. In addition, two\ninterviews were audiotaped, transcribed, and subjected to thematic analysis techniques.\nUsing Naturalistic Inquiry as a method of analysis suggests that utilizing supervisory\napproaches, written assignments, and reflective teaching can foster important changes in\nreflectivity levels which encourage reflective thinking in physical education student\nteachers. Increased levels of sophistication among the participants as the semester\nprogressed were noted and may be attributed to a developmental effect similar to Fuller's\nConcerns Theory. The results also support Pultorak's (1993) assertion that students can increase reflective thinking when fostered and encouraged in preservice programs. This\nstudy combines available resources (i.e., technology, supervisors) with Van Manen's\nmodel to assess reflectivity levels in a physical education setting. Findings indicate that\nVan Manen's model can be used objectively in a physical education setting and can be\nutilized in applying a quantitative measure to qualitative responses.
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W137415807
Cites: 39
Cited by: 17
Related to: 10