Blowing a Whistle, How Hard Can It Be? An Exploration of Practicum Experiences for a Pre-Service Health and Physical Education Teacher with a Hearing Impairment

Autor/inn/en	Barwood, Donna; Sanbrook, Carli; O'Rouke, John; Jones, Andrew; Thomas, Jordan
Titel	Blowing a Whistle, How Hard Can It Be? An Exploration of Practicum Experiences for a Pre-Service Health and Physical Education Teacher with a Hearing Impairment
Quelle	In: Curriculum Studies in Health and Physical Education, 9 (2018) 3, S.270-285 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barwood, Donna) ORCID (Sanbrook, Carli) ORCID (O'Rouke, John) ORCID (Jones, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2018.1490627
Schlagwörter	Foreign Countries; Practicums; Preservice Teachers; Preservice Teacher Education; Health Education; Physical Education Teachers; Hearing Impairments; Case Studies; Males; Longitudinal Studies; Academic Standards; Inclusion; Deaf Interpreting; Classroom Techniques; Teacher Student Relationship; Interpersonal Communication; Weather; Teaching Skills; Australia + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Hearing impairment; Hörbehinderung; Case study; Fallstudie; Case Study; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Inklusion; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Wetter; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Australien
Abstract	Research indicates an increased enrolment of students in Australian universities who are deaf or hard of hearing. However, research relating to these students' professional practicum experiences in schools as pre-service teachers of secondary education is limited, with no account of a deaf or hard of hearing pre-service teacher in the Health and Physical Education (HPE) learning area. This paper reports on a unique longitudinal case study of a male HPE pre-service teacher (secondary) who is deaf and enrolled in a university teacher education course in Western Australia (WA). It specifically explores the first professional practicum placement of the pre-service teacher. Data presented details the challenges and opportunities, and capacity of the pre-service teacher and teacher education institution to deliver on the Australian Professional Standards for Teachers. The paper presents considerations towards the inclusion of all pre-service teachers with additional needs and provides insights into course requirements previously undocumented in the academic literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01