The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study

Autor/inn/en	Fletcher, Tim; Casey, Ashley
Titel	The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study
Quelle	In: Journal of Teaching in Physical Education, 33 (2014) 3, S.403-421 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2013-0109
Schlagwörter	Physical Education Teachers; Teacher Education Programs; Educational Practices; Cooperative Learning; Teaching Models; Teacher Educators; Knowledge Base for Teaching; Preservice Teacher Education; Intermode Differences; Program Implementation; Qualitative Research; Diaries; Journal Writing; Transcripts (Written Records); Transformative Learning; Reflection; Teaching Experience; Educational Opportunities; Context Effect; Performance Factors; Foreign Countries; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bildungspraxis; Kooperatives Lernen; Lehrmodell; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Qualitative Forschung; Diary; Tagebuch; Zeitschriftenaufsatz; Pädagogische Transformation; Bildungsangebot; Bildungschance; Leistungsindikator; Ausland; Kanada; Großbritannien
Abstract	There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the "hows" and "whys" of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10