PGCE

Physical Education Post Graduate Certificate Education (PGCE) 'high quality' physical education

Abstract

Study aims to investigate whether physical education Post Graduate Certificate of Education (PGCE) students feel they are suitably prepared to teach high quality physical education to key stage 3 and stage 4 pupils once nearing completion of their 1 year PGCE program? Obviously each subject may interpret the effectiveness of the PGCE program differently, as well as their own teaching ability. Due to this, the questionnaire will try to obtain not only the subjects feelings on the quality of the PGCE programe but also the teaching that is already occurring within their placement secondary schools.

The purpose of this study isto examine the concepts of Physical Education Post Graduate Certificate Education (PGCE) Students at the University of Wales Institute Cardiff (UWIC) feel the PGCE programme has suitably equipped them to teach 'high quality' physical education to key stage 3 and key stage 4 pupils, as a number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases.

Table of Contents

Introduction5

Knowledge for teaching10

What we have experienced—occupational socialization12

Phases of development14

The prioritisation of content knowledge15

Aim of Study19

Purpose of the study19

Rationale for Research20

Literature Review27

Motivation to teach35

Construct Questionnaire47

Approach Sample Group49

'Chase up' Un-returned Questionnaires (if needed)50

Gathering & Sorting of data50

Write up51

Methodology51

Data Collection52

Sample Group54

Sampling Method54

Sample Size55

Data Analysis57

Bar Chart of Questionnaire58

Conclusion62

References63

Appendix69

Physical Education Post Graduate Certificate Education (PGCE) 'high quality' physical education

Introduction

This study is concerned with the opinions of the subjects on their ability and competence to deliver 'high quality' physical education, there will also be relation to the quality of the P.G.C.E program in order for possible relationships (if any) to be established and explored. Due to this, the study is concerned with the number of subjects that share certain opinions and is therefore at this stage concerned with quantitative data analysis.

In relation to then adopting the most appropriate and therefore most effective analytical technique, it is perhaps important to consider that this pilot study is concerned with which particular answers the subjects have chosen or selected for each question. This in turn requires a quantitative analytical technique to be adopted in order to analyze the data, and should prove to be a fairly simple procedure whereby a frequency table is used to account for how many times a subject selected a certain answer (Hardy & Bryman, 2004).

Over recent years and particularly since 1992, initial teacher education seems to have been locked in a continuous cycle of change. One major change has been the refocusing of initial teacher education away from universities and into schools. This has taken place within initial teacher education courses based within universities, notably the one year Post Graduate Certificate of Education (PGCE) and the three or four year undergraduate with Qualified Teacher Status (QTS), but also through the development of new routes into teaching—including the Graduate Teacher Programme (GTP) and the evolving school-based ...