Preservice Teachers' Practical Knowledge and Their Sources

Autor/inn/en	Ferry, Magnus; Åström, Peter; Romar, Jan-Erik
Titel	Preservice Teachers' Practical Knowledge and Their Sources
Quelle	In: Journal of Teacher Education and Educators, 11 (2022) 1, S.33-57 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ferry, Magnus) ORCID (Åström, Peter) ORCID (Romar, Jan-Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Preservice Teachers; Physical Education Teachers; Foreign Countries; Preservice Teacher Education; Knowledge Base for Teaching; Work Experience; Reflective Teaching; Curriculum; Professionalism; Lesson Plans; Student Centered Learning; Classroom Techniques; Sweden + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Employment experience; Job experience; Occupational experience; Berufserfahrung; Curricula; Lehrplan; Rahmenplan; Professionalität; Lesson planning; Unterrichtsplanung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenführung; Schweden
Abstract	Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixed-method design, this study's overall aim was to investigate the content of practical knowledge and perceived sources among a group of Swedish physical education PSTs (n=97). Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum (what), the teacher (who), instructions (how), students (whom) and the classroom (where). Furthermore, the results showed that PSTs' practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs' work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs' capacity to reflect on teaching, as well as adjust their own instructional focus. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01