Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

Autor/inn/en	Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil
Titel	Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1295835 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arnesen, Trond Egil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1295835
Schlagwörter	Physical Education Teachers; Classification; Creative Teaching; Teaching Skills; Preservice Teacher Education; Preservice Teachers; Semi Structured Interviews; Case Studies + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Classification system; Klassifikation; Klassifikationssystem; Creative thinking; Teaching; Kreatives Denken; Unterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study
Abstract	In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold endeavour has included literature reviews and in-depth interviews with practicing physical education teachers. We argue that improvisation in teaching needs to be professionalized. We suggest that a tentative typology of professional improvisation should include sequential, dialogic and exemplary improvisation, and that a description and introduction of such a typology could be a first step towards making improvisational skills accessible to student teachers as part of their pre-service teacher education. We conclude by arguing that further research is needed within classroom teaching and teacher education contexts in order to explore how improvisational practices in teaching could enhance education, as well as student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01