Metacognitive Analysis of Pre-Service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs

Autor/inn/en	Dudley, Dean; Baxter, David
Titel	Metacognitive Analysis of Pre-Service Teacher Conception of Teaching Games for Understanding (TGfU) Using Blogs
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 2, S.186-196 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.777028
Schlagwörter	Preservice Teachers; Metacognition; Educational Games; Electronic Publishing; Web Sites; Concept Formation; Physical Education; Formative Evaluation; Foreign Countries; Physical Education Teachers; Workshops; Teaching Methods; Multicultural Education; Student Diversity; Outcome Measures; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Educational game; Lernspiel; Elektronisches Publizieren; Web-Design; Concept learning; Begriffsbildung; Körpererziehung; Sportunterricht; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Australien
Abstract	Previous studies have sought to ascertain Teaching Games for Understanding (TGfU) conception in pre-service teachers. This exploratory study investigated the problems outlined in the literature surrounding the development of TGfU understanding among pre-service teachers ("n" = 44) of the curriculum instruction model. Blog postings were analysed over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy in order to ascertain whether there are specific aspects of TGfU conception that prevent learning of deeper concepts. The study found that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm. This may limit their understanding of TGfU when they perceive that it is not antithetical to their existing paradigm but rather it represents a balanced approach to achieving the goals of skill-based instruction. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10