Resumen de Kids Say the Darndest Things: PETE Program Assessment Through the Eyes of Students
Bryan McCullick, Mike Metzler, Seref Cicek
An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers�the student teachers (STs). Finding out what students think, know, and feel about STs� teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students� perspectives of STs� effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students� ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students� perspectives of the STs� performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs� competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs� performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.
