Table Of ContentDOCUMENT 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.
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Collected Works
PUB TYPE
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General (020)
EDRS PRICE
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*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)
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.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 educa-
tion 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
govern-
ment circulars (DES 1984, 1989a and 1989b; DFE, 1992 and 1993) have trans-
formed 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 partner-
ship schemes in specific curriculum subjects, such as physical education. A
greater knowledge of the issues that can influence the effectiveness of partner-
ship 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 con-
cerned 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 contri-
bution 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 experi-
ence, and the opportunities for further professional development to be part
of the process. The notion of a trainee's 'entitlement' is central to this chap-
ter, and the authors see sound 'Partnerships in Action' as being the foundation
on which such an entitlement may be achieved.
2
10
