Search results for: Physical education
Page 2/5 41 items
Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students
This study aimed to examine post-lesson observation conferencing discourse between university supervisors and physical education teacher education students. The authors conclude that the university supervisors demonstrated a collaborative style of conferencing that allowed preservice teachers plenty of opportunities to speak. Many factors impacted the time spent conferencing with the most important being time constraints. However, it was found that the supervisors recognized the importance of these constraints and have taken steps to allow for adequate time.
Updated: Feb. 06, 2018
The purpose of this article is to review research carried out on, with and by physical education (PE) teacher educators over the last 25 years. It also aims to identify areas where research is lacking, in order to provide scholars with a useful context for the design and conduct of future scholarly inquiry on PE teacher educators. The authors found that the bias of English language publications notwithstanding, there has certainly been a much stronger focus on PE teacher educator research in the US than elsewhere. While a wealth of data has been collected on US PE teacher educators, a number of themes have received little attention elsewhere, such as the demographic make-up, biographies, careers, socialisation, or work roles of PE teacher educators beyond North America.
Updated: Jun. 19, 2017
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
How Can a Blended Learning Environment Enhance Job-Related Competencies of In-Service Physical Educators? –Development and Implementation of a Web-Based Video Analysis Service (EQUEL)
This article describes the future development of a web-based video analysis service (EQUEL). The aim of this service is encouraging in-service physical education (PE) teachers to reflect on their own teaching practice and how they can develop it further.
Updated: May. 14, 2017
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Updated: Jan. 17, 2017
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
The purpose of this study was to develop a training for physical education (PE) teachers on how to create a need-supportive learning environment. This article described how researchers and experienced secondary school PE teachers closely collaborated to develop a continuous professional development (CPD) training grounded in Self-Determination Theory’s principles of need-supportive teaching. The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning. In addition, the PE teachers highly appreciated the theoretical background information to be able to understand and follow the rest of the training.
Updated: Jan. 01, 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
“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools
This study examines preservice classroom teachers (PCTs) personal health behaviors and perceived barriers toward movement integration (MI) in schools. The findings reveal that the PCTs became more aware of and made changes to their lifestyles through participation in PEPI. Although PCTs perceived the presence of organizational barriers in implementing MI, they consistently believed in the benefits of MI. Helping PCTs to become aware of and make changes to their lifestyles will strengthen their beliefs as prospective agents of change in the health and well-being of their students.
Updated: Jun. 05, 2016
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 2016
This article examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences.
Updated: Sep. 02, 2015