Learning to Teach Sport Education: Investigating a Pre-Service Teacher's Knowledge Development

Autor/inn/en	Hordvik, Mats; MacPhail, Ann; Ronglan, Lars Tore
Titel	Learning to Teach Sport Education: Investigating a Pre-Service Teacher's Knowledge Development
Quelle	In: Sport, Education and Society, 24 (2019) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2017.1322948
Schlagwörter	Physical Education; Physical Education Teachers; Preservice Teachers; Athletics; Preservice Teacher Education; Teacher Educators; Skill Development; Foreign Countries; Team Sports; Models; Knowledge Level; Norway + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Leichtathletik; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Mannschaftssport; Analogiemodell; Wissensbasis; Norwegen
Abstract	The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST's continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, 'How does a PST's knowledge of teaching and learning SE develop?' This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01