Abstract:
The focus of this research was to explore the value orientations expressed by expert and preservice physical education (PE) teachers. Data were collected with the short form of the value orientation inventory (VOI-SF) and multiple interpretive techniques. VOI-SF profiles were graphed and qualitative data were analyzed by employing analytic induction and constant comparison. The purpose of the first study was to determine the influence of an elementary methods course and early field experience (EFE) on preservice teachers’ (PTs’) value orientations by employing the theoretical perspective of occupational socialization. Key findings were that value orientations of PTs with teaching and moderate coaching orientations were influenced by the methods course and EFE while those of PTs with strong coaching orientations were not. Factors leading to this evolution were the curriculum model employed, the instructor, and PTs’ increased confidence, and knowledge of students. The second study purposed to determine the impact of two PTs value orientations on their interpretation and delivery of the skill themes approach. The VOI-SF results indicated that Meagan prioritized the social responsibility, learning process, and disciplinary mastery orientations, while Jared favored the social responsibility, self-actualization, and ecological integration perspectives. Qualitative data largely supported these value orientation profiles and indicated that the PTs’ approaches to teaching skill themes differed, evolved, and were influenced by their pedagogical beliefs. The purpose of the final study was to determine the influence of two effective and expert PE teachers’ value orientations on the curricula they delivered and the pedagogies they employed. Key findings were that both teachers started teaching with a disciplinary mastery orientation and expanded their views to include the social responsibility perspective. In addition, they employed curricula and pedagogies that were congruent with these perspectives. This research emphasizes the importance of exposing preservice and inservice teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.
