Software-Based Self-Reflection, Preservice Teaching Performance, and Pre-Conceived Recruitment Socialization Influences

The literature provides evidence and an understanding of the influence of the workplace on the induction year and beyond of physical education teachers. Prospective physical education teachers (recruits) enter teacher preparation programs with pre-conceived mental models of themselves in the teaching workforce. Few studies focus on the change process of teacher preparation programs and possible positive influences of the programs on possible prior inappropriate and ineffective beliefs of preservice teachers. In this study, researchers analyze the impact of a series of clinical teaching micro-lessons and the subsequent implementation of a software-based self-reflection program to improve recruits’ teaching performance. The study built on the authors’ previous research regarding specific influences that led recruits to physical education as a career choice and any relationship of prior expressed career choice influences to any changes in preconceived models after the software-based self-reflection program. Results indicate that the process of self-reflection using lesson films influences change in student learning proxy variables, demonstrating pre-lesson thinking, although not because of the softwarebased treatment. A relationship may exist between recruits’ life-long desire to teach physical education and decreasing the time students spend in cognitive behaviors. Although not congruent with the investigators’ expectations, the results indicate that a clinical teaching experience may influence physical education teaching recruits’ preconceived models once in the preparation program. The Educational Collaborative