Bridging the Gap between Theory and Practice: the Impact of School-University Partnership in a PETE Program

Autor/inn/en	Ferraz, Osvaldo Luiz; Vidoni, Carla; Boas, Marcos Vilas
Titel	Bridging the Gap between Theory and Practice: the Impact of School-University Partnership in a PETE Program
Quelle	In: Sport, Education and Society, 26 (2021) 7, S.788-799 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferraz, Osvaldo Luiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1851182
Schlagwörter	Theory Practice Relationship; Physical Education; Physical Education Teachers; Teaching Methods; Practicums; Preservice Teachers; Teacher Education Programs; Pedagogical Content Knowledge; Student Attitudes; Foreign Countries; Preschool Teachers; Preschool Education; Public Schools; Content Analysis; Hermeneutics; Teaching Styles; College School Cooperation; Partnerships in Education; Program Descriptions; Brazil + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Practicum; Praktikum; Praktika; Pädagogische Kompetenz; Schülerverhalten; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Inhaltsanalyse; Hermeneutik; Lehrstil; Unterrichtsstil; Hochschulpartnerschaft; Brasilien
Abstract	This study examined the impact of early childhood in physical education (ECPE) practicum experiences on pre-service teachers' (PSTs) perceptions on the development of the knowledge base. Specifically, this study focused on how PSTs bridged the gap between knowledge learned during campus classes and practicum experiences in an early childhood (EC) public school. Eighteen PSTs participated in practicum experiences embedded in two ECPE courses from a physical education teacher education program in Brazil. Data collection included focus group interviews. Data analysis was conducted through thematic categorical content analysis using a hermeneutic perspective to code the internal structure of the theme and their relationships. Participants initiated their practicum experiences based on academic knowledge in ECPE. Nonetheless, the findings suggest that new knowledge was generated through multiple and repeated practical lessons within their own singularities. These contextual singularities allowed PSTs to re-elaborate their knowledge and produce new ways to respond to different teaching situations. Participants acknowledged the importance of knowledge of students, the benefits of implementing different teaching styles and the need of improving common content knowledge in ECPE. The findings of this study indicate that the partnership between university and school was an effective way to bridge the gap between theory and practice. This partnership provided identification and application of teachers' knowledge base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01