Method: Participants included 12 senior preservice teachers (4 females, 8 males, aged 21-40) recruited in a major university in Texas. Data were collected through 4 focus group interviews, with each lasting 40 minutes and the course instructor as mediator. Interview questions focused on how preservice teachers learned and understood CT and applied CT in PE.
Analysis/Results: Data were analyzed using content analysis. Trustworthiness was established through constant comparison, member checks, and reflextive journal keeping. Four major themes emerged. (1) Understanding of CT. Preservice teacher viewed CT as “higher-order thinking,” which was characterized by “why” questions, used to challenge students cognitively. These preservice teachers also indicated that CT helped them prepare and implement effective teaching practices. (2) Factors contributing to CT development. Preservice teachers cited that the courses offered in their PETE program fostered CT through various elements, such as projects, encyclopedia articles, lesson plans, and lab post-assignments in particular. Mentor teachers’ debriefing during their field-based teaching was also perceived to engage them in CT processes. (3) Application of CT in field-based teaching. Preservice teachers indicated while applying CT in schools, they used indirect teaching styles and certain teaching skills such as questioning and providing feedback. (4) Challenges of CT in PE. How to balance student cognitive and psychomotor learning was perceived by these preservice teachers as a primary challenge for applying CT in PE. They also felt strongly that students’ individuality should be considered.
Conclusions: Results showed preservice teachers had a clear understanding of CT. They were able to define CT, identify contributing factors to their CT development, and recognize the challenges of applying CT to field-based teaching practices. This knowledge will benefit PETE programs with better preparation of effective teachers in the future.