Literaturnachweis - Detailanzeige
| Autor/inn/en | Beddoes, Zack; Jones, Emily |
|---|---|
| Titel | Enhancing Collective Action in Physical Education Teacher Education: A Three-Pathways Approach |
| Quelle | In: Quest, 74 (2022) 3, S.251-265 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jones, Emily) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-6297 |
| DOI | 10.1080/00336297.2022.2085590 |
| Schlagwörter | Physical Education; Educational Improvement; Teacher Education; Educational Strategies; Educational Change; Accountability; Educational Cooperation; Socialization; Preservice Teachers; Communities of Practice |
| Abstract | Improvement efforts in physical education have often targeted complex issues through a singular, unidimensional lens. This strategy is less effective given the interrelated and complex relationship among the physical education systems and its components. Systems planning dynamics are underrepresented in the literature, but considerations for the interrelated physical education system components using this framework may help in shaping a more desirable future. Framed by systems thinking, a collective action approach focuses on various systems components that can lead to innovation and improvement. This analysis revisits the idea of a "physical education system" as an analytical, action-oriented centerpiece. The purpose of this theoretical paper is to present and justify collective action as an essential aspect of improving physical education teacher education (PETE) and to recommend a three-pathways approach for collective action strategies across and within PETE programs. If physical education is to function as a unified entity, PETE programs will need to model collective action and prepare students for this important work. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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