Pre-service teachers articulating their learning about meaningful physical education.

Autor/inn/en	Fletcher, Tim; Ní Chróinín, Déirdre; O'Sullivan, Mary; Beni, Stephanie
Titel	Pre-service teachers articulating their learning about meaningful physical education. Gefälligkeitsübersetzung: Vorbereitungslehrer, die ihr Lernen über sinnvollen Sportunterricht artikulieren.
Quelle	In: European physical education review, 26 (2020) 4, S. 885-902Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19899693
Schlagwörter	Interview; Bedeutung; Curriculum; Innovation; Interview; Irland; Kanada; Lehrerfortbildung; Schulsport; Sportunterricht; Sprachanalyse; Sportpädagogik; Lehrerausbildung; Lehrerfortbildung; Lehrersprache; Curriculum; Sprachanalyse; Bewegung (Motorische); Schulsport; Sportpädagogik; Sportunterricht; Sprachwissenschaft; Bedeutung; Innovation; Irland; Kanada
Abstract	The purpose of this research was to examine pre-service teachers' articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they would promote meaningful experiences in physical education, what the features of meaningful experiences tend to consist of, and how they would use particular strategies to promote meaningful experiences. This research demonstrates how a shared language that reflects a coherent approach in physical education teacher education can support pre-service teachers to access, interpret, and articulate their learning about teaching in ways that support meaningful experiences for pupils. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2