%0 Journal Article
%T Greek preservice physical education teachers¡¯ mental models of production and reproduction teaching styles
%A Denis Pasco
%A Ioannis Syrmpas
%A Nikolaos Digelidis
%A Senlin Chen
%J European Physical Education Review
%@ 1741-2749
%D 2019
%R 10.1177/1356336X17752627
%X The purpose of this study was to examine Greek preservice physical education (PE) teachers¡¯ presuppositions, beliefs and mental models about the reproduction and production teaching styles. The participants were 16 preservice PE teachers (10 males, six females). A qualitative methodology was used with data collected using semi-structured interviews. A multi-level analysis process using open coding and axial coding was sequentially conducted. Findings revealed two generative mental models about teaching styles. For the first mental model (n = 5), learning is considered as a transmissive and unidimensional (i.e. one goal pursued at a time) process. Presuppositions supported by this mental model urge the preservice teachers to believe that the reproduction teaching styles promote effective learning, class control, students¡¯ safety and discipline. For the second mental model (n = 11), learning is viewed as a constructivist and multidimensional (i.e. multiple goals pursued at a time) process. Presuppositions supported by this mental model urge the participants to believe that the production teaching styles effectively promote students¡¯ learning, critical thinking, responsibility, motivation, autonomy and discipline. The aforementioned mental models highlight the developmental nature of preservice PE teachers¡¯ learning concerning the production and the reproduction teaching styles. These mental models reveal the diversity of PE preservice teachers¡¯ understanding of the teaching and learning processes. Furthermore, findings support Vosniadou¡¯s assumption that learners come to formal education not as a tabula rasa but holding a naive understanding about the world
%K Teaching styles
%K preservice teachers
%K constructivist learning
%K transmissive learning
%K conceptual change
%U https://journals.sagepub.com/doi/full/10.1177/1356336X17752627