Enacting a New Curriculum Models-Based Framework Supported by Digital Technology within a Learning Community

Autor/inn/en	Calderón, Antonio; Tannehill, Deborah
Titel	Enacting a New Curriculum Models-Based Framework Supported by Digital Technology within a Learning Community
Quelle	In: European Physical Education Review, 27 (2021) 3, S.473-492 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calderón, Antonio) ORCID (Tannehill, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X20962126
Schlagwörter	Physical Education Teachers; Technology Uses in Education; Communities of Practice; Pedagogical Content Knowledge; Technological Literacy; Inquiry; Teacher Empowerment; Foreign Countries; Secondary School Curriculum; High School Teachers; High School Students; Curriculum Implementation; Ireland + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Pädagogische Kompetenz; Technisches Wissen; Ausland; High school; High schools; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Irland
Abstract	Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key for successful implementation. Nevertheless, enactment of a new curriculum models (CMs)-based framework, supported by DT, has not yet been researched. Six physical education teachers with different teaching backgrounds and experience using DT for teaching and learning agreed to participate. Four phases were designed to develop teachers' CMs pedagogical knowledge and technological pedagogical content knowledge as part of a collaborative, inquiry-oriented learning community. Individual and focus group interviews, and weekly critical friend discussions were used to gather teachers' and students' perceptions of their experience. Four themes reflecting phases one and two of the data appeared and evolved 18 months later and included planning, community, student learning, and the Phyz (app). The key take home message from this research highlights the power of a well-planned and structured inquiry-oriented learning community, its impact on empowering teachers to enact a new CMs-based framework, and the student learning that emerged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01