INTERNAL TEACHING MODELS OF 4 PHYSICAL-EDUCATION GRADUATE TEACHING ASSISTANTS

This study was designed to be an initial step toward a better understa nding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and d escribing the influence of an induction program on these internal mode ls. A multi-case-study approach was employed to construct individual p ortraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. T eaching could best be portrayed as a ''pedagogy of contentment.'' That is, teaching assistants were generally satisfied with their own teach ing and did not perceive a need for additional improvement. Reported s atisfaction was based on their belief that they already knew the diffe rent strategies, methods, and routines for teaching their particular s ubject.