Two Preservice Teachers’ Adaptive Competence in Lesson Planning Across Two High School Placements

Abstract

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs’ development of adaptive competence during school placements.