Search results for: Tannehill Deborah
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Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools
This article examines the professional development (PD) of a group of urban physical education teachers as they moved from a learning community focused on a new curriculum in physical education to a community of practice (CoP) committed to intense, sustained and focused engagement on issues related to their teaching practice and personal growth as physical educators. The participants reported development of their teaching practice and pedagogical skills by applying the teaching strategies shared by colleagues in the community. The teachers came to recognise their ability to design lessons to engage students and to implement these lessons in ways that were challenging and exciting, supporting the notion of increased self-efficacy. Their focus was consistently on their students and how to impact their learning by developing their own knowledge and skills in order to provide a quality education.
Updated: Jun. 14, 2017
Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices
The purpose of this study was to explore the extent to which the constructivist pedagogies employed by teacher educators assisted preservice teachers (PSTs) in their understanding and construction of knowledge about instructional alignment. The findings revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Furthermore, the results showed that through peer interaction in the form of discussion with critical friends, probing and challenging one another’s insights and interpretations, group problem solving and sharing of outcomes through various pedagogical strategies.
Updated: Nov. 01, 2016