Type of Document	Dissertation
Author	Panton, Steven A.
URN	etd-03282006-114358
Title	The Effects of a Teacher Induction Program on Graduate Student Teacher Effectiveness in Physical Education
Degree	Doctor of Philosophy
Department	Sport Management, Recreation Management, and Physical Education, Department of
Advisory Committee	Advisor Name Title Charles Imwold Committee Chair Cecile Reynaud Committee Member Doris Abood Committee Member Thomas Ratliffe Committee Member
Keywords	Teacher Training Mentoring Physical Education Tactical Game Play Qmtps
Date of Defense	2006-03-15
Availability	unrestricted
Abstract THE EFFECTS OF A TEACHER INDUCTION PROGRAM ON GRADUATE STUDENT TEACHER EFFECTIVENESS IN PHYSICAL EDUCATION Name: Steve A. Panton Department: Sport Management, Recreation Management, and Physical Education Major Professor: Dr. Charles Imwold, Degree Awarded: Doctoral Term Degree Awarded: Spring, 2006 Graduate Teaching Assistants (GTA’s) are responsible for most undergraduate instruction with little or no knowledge of effective teaching practices. In general physical education programs, GTA’s are likely to be the last resource for undergraduates to learn motor skills associated with life-long physical activity. The purpose of this study was to determine the effects of a Pedagogical Induction (IP) Program on GTA’s teaching performance in a major university’s general physical education program. Participants included eight GTA’s teaching tennis, volleyball, basketball, soccer, and flag football and the students enrolled in those classes. There were four GTA’s in the control group and four in the treatment group. The treatment group participated in an induction program that included two three-hour effective teaching modules and bi-weekly mentoring sessions. As measures of teacher performance, the Qualitative Measure of Teaching Performance Scale (QMTPS) was used to establish teacher performance values, the Games Performance Assessment Instrument (GPAI) was used to establish student achievement values, and the Student Perception of Teaching (SPOT) instrument was used to determine student satisfaction with the GTA’s teaching performance. Pre- and post-test data were collected on teacher performance (QMTPS), and student achievement (GPAI). The SPOT was used to measure students’ evaluation of the teacher. The data indicated that the IP was successful in improving teacher performance with the treatment Group improving on the QMTPS and statistically significantly improving on the GPAI. There were no differences between the groups on student evaluations.
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