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Meeting the NASPE Initial Teacher Standards through comprehensive program assessment
... In addition, several weaknesses were identified that allowed for PETE faculty to reconsider potential experiences that would allow PTs to practice "worst-case scenarios," such as lack of equipment, working with students with disabilities, and properly addressing behavioral issues that can arise. As a follow-up to Colquitt, Pritchard, McCollum, & Langdon (2011), the use of the Photovoice methodology added a unique perspective to the PETE program assessment in that a group of PTs were able to refine and construct their own perceptions of their program. These perceptions were illustrated with photographs and conveyed through open dialogue in an open forum. ...
There is limited research that includes democratic practices to evaluate the PETE program in its ability to prepare preservice teachers (PTs). In other areas such as community health, methodologies have been used to provide a voice to individuals living the experience. The purpose of this study was to examine PTs' perceptions of a teacher education program during the student teaching experience using Photovoice. A group of PTs (N = 16) from a university in southeast Georgia were given 14 days to capture the strengths and weakness of their teacher preparation program through photography. The PTs then discussed their photographs during two focus groups with the researcher. The focus groups were audio recorded and transcribed. Data analysis included an evaluation of interview transcripts and photographs using content analysis to identify significant themes that emerged. An action plan to promote curricular change was created by the PTs and presented to PETE faculty.
One of the major goals of any physical education teacher education (PETE) program is to adequately prepare preservice teachers to provide quality physical education instruction. Assessment is vital for the success of any program and should be completed on a regular basis. Borrowing from a successful tool in community health practice, the use of community-based participatory research (CBPR) could be a viable option for assessing preservice teachers' perceptions of the program. One assessment methodology commonly used in CBPR is Photovoice, a technique that uses photography to promote dialogue among community members to instigate change. Photovoice has been used in a variety of settings but has not yet been applied to PETE programs. This article introduces Photovoice as a technique for better understanding the preservice teachers' level of preparedness in teaching, as well as their perceptions of the PETE program.
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