Graduating Physical Education Student Teachers Perceptions of a Critically Oriented HPE Curriculum: (Re)Constructing Constructivist Frameworks in PETE

Autor/in	Fyall, Glenn
Titel	Graduating Physical Education Student Teachers Perceptions of a Critically Oriented HPE Curriculum: (Re)Constructing Constructivist Frameworks in PETE
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 8 (2017) 3, S.211-228 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2017.1345285
Schlagwörter	Foreign Countries; Student Attitudes; Beliefs; Health Education; Physical Education Teachers; Curriculum Development; National Curriculum; Cohort Analysis; Case Studies; Student Surveys; Semi Structured Interviews; Data Analysis; Knowledge Level; Preservice Teachers; Preservice Teacher Education; Constructivism (Learning); Critical Theory; Humanism; Holistic Approach; Program Effectiveness; Pedagogical Content Knowledge; College Seniors; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Belief; Glaube; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kohortenanalyse; Case study; Fallstudie; Case Study; Schülerbefragung; Auswertung; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Kritische Theorie; Humanismus; Holistischer Ansatz; Pädagogische Kompetenz; College; Colleges; Senior; Hochschule; Fachhochschule; Neuseeland
Abstract	This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical--humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01