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Autor/inn/en | Edginton, Christopher R.; Sobral, F.; Faro, A.; Chin, M.K. |
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Titel | Exploring the impacts of a contextually-based, total immersion graduate program with a focus on teaching physical education with an emphasis on technology. Gefälligkeitsübersetzung: Die Untersuchung der Wirkung eines integrierten, auf praktische Erfahrung ausgerichteten Graduiertenprogramms mit einer Betonung des Einsatzes von Technologie im Sportunterricht. |
Quelle | In: International journal of physical education, 48 (2011) 1, S. 18-26 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0341-8685 |
Schlagwörter | Lehrerausbildung; Schulpraktikum; Interaktion; Lernbedingungen; Technologie; Sport; Sportpädagogik; Sportunterricht; Studium; Studienordnung; Betreuung; Integration; Reform; Theorie-Praxis-Beziehung; Verantwortungsbewusstsein; USA |
Abstract | This study is a qualitative investigation of a total immersion, contextually-based graduate degree program in Physical Education-Teaching with an emphasis on technology. A unique community/university partnership is aimed at reforming physical education teacher preparation. Organized in partnership between the Grundy Center (Iowa USA) Community Schools, Polar Electro, Inc. and the University of Northern Iowa, the program is designed for students to gain direct teaching experience while at the same time emphasizing a new pedagogy for preparing physical education teachers. The underlying intent of the program is one of linking practice to theory, not the reverse. Eight major themes are emphasized in the design of the teacher preparation program. However, the qualitative analysis conferred uniqueness to only four of these themes including: total immersion in the school system and community and the gaining of practical knowledge with immediate application; an enhanced sense of responsibility for assigned tasks; relationship with a master teacher; and the use of technology. Verf.-Referat. |
Erfasst von | Bundesinstitut für Sportwissenschaft, Bonn |
Update | 2012/2 |