Using Self-Study to Explore the Processes of Pedagogical Innovation in Physical Education Teacher Education

Autor/inn/en	Chróinín, Déirdre Ni; Fletcher, Tim; O'Sullivan, Mary
Titel	Using Self-Study to Explore the Processes of Pedagogical Innovation in Physical Education Teacher Education
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 6 (2015) 3, S.273-286 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2015.1092724
Schlagwörter	Teaching Methods; Educational Innovation; Teacher Educators; Teacher Education Programs; Preservice Teachers; Physical Education; Physical Education Teachers; Video Technology; Computer Mediated Communication; Reflection; Knowledge Base for Teaching; Qualitative Research; Independent Study; Pedagogical Content Knowledge; Student Attitudes; Cooperative Learning; Athletic Coaches; Undergraduate Students; Program Descriptions; Foreign Countries; Canada; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Computerkonferenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Qualitative Forschung; Selbststudium; Pädagogische Kompetenz; Schülerverhalten; Kooperatives Lernen; Ausland; Kanada; Irland
Abstract	This collaborative self-study examined the experiences of two teacher educators who developed and implemented a pedagogical approach that prioritised learning how to facilitate meaningful physical education (PE) experiences in their physical education teacher education programs. Data sources included 33 individual planning and reflection documents, 33 critical friend responses and transcriptions of over 7 hours of skype conversations, which were gathered across two academic years (2013-2015). Collaborative self-study provided a scaffold to explore our pedagogies in terms of "learning about teaching" and "teaching about teaching" [Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. New York, NY: Routledge]. Through development and implementation of an innovation, we enhanced our understanding of pedagogies that support pre-service teachers learning how to foster meaningful PE experiences, a process that resulted in better alignment of our beliefs and pedagogical practices. This study illustrates the merits of collaborative self-study to build teacher educators' capacity for innovation and shape their pedagogical practices through reflection and peer support. The potential of self-study to contribute to the knowledge base of pedagogies of teacher education as part of a larger program of research is highlighted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01