Chapter 1: Researching the Adoption of Model-Based Instruction—Context and Chapter Summaries

• DOI: 10.1123/jtpe.27.4.449
• Publication Date: 2016-08-10T12:41:43Z
• Authors: Rachel Gurvitch; Jacalyn L. Lund; Michael W. Metzler
• Keywords: Physical Education

In 2000, the JTPE monograph described an evaluation system for a physical education teacher (PETE) program (Metzler & Tjeerdsma, 2000). that monograph, faculty members from Georgia State University (GSU) and other institutions how various components of GSU PETE were assessed to determine impact programmatic decisions changes on quality candidates. The database generated those assessments allowed make informed about shortand long-term program. Mitchell (2000) reviewed coherence using 14 indicators Howey Zimpher’s (1989) framework. Program means graduates are getting consistent message, regardless who is teaching class. addition, demonstrates good identifies reasonable goals clearly articulated, has plan systematic evaluation, direct linkage between research development education. Indicator 5 model reads as follows: “Themes run throughout curriculum, like threads, in which key concepts, buttons, tied together variety courses, practica, school experiences” (Mitchell, p. 531). his findings, noted one most prominent themes at was use different instructional models. 2004 decision made integrate model-based instruction (MBI) basis pedagogical content knowledge require candidates models (IMs) whenever they participated field-based experiences. Pedagogical blends subject matter, knowledge, pupils learn matter (Shulman, 1986). Models-based provides teachers with IMs can be used instruction. selection actual done by considering several aspects context along pupil learning. Although