Search results for: Dudley Dean
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Metacognitive Analysis of Pre-service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs
This exploratory study investigated the problems outlined in the literature surrounding the development of Teaching Games for Understanding (TGfU). The authors analysed blog postings over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The findings revealed that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm.
Updated: Aug. 26, 2013
This article reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU). The authors analyzed the responses given in a high-stakes examination of 165 pre-service physical education teachers. The article justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.
Updated: Oct. 20, 2009