First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers

Autor/inn/en	Peralta, Louisa; Burns, Kellie
Titel	First off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 40 (2012) 2, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2012.669827
Schlagwörter	Evidence; Preservice Teacher Education; Preservice Teachers; Health Education; Microteaching; Teaching Methods; Physical Education; Physical Education Teachers; Qualitative Research; Interviews; Course Descriptions; Lesson Plans; Placement; Teaching Experience + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Qualitative Forschung; Interviewing; Interviewtechnik; Kursstrukturplan; Lesson planning; Unterrichtsplanung; Betriebspraktikum; Praktikum
Abstract	Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10