Online Teaching and Learning in Physical Education Teacher Education: A Mixed Studies Review of Literature

Autor/inn/en	Murtagh, Elaine M.; Calderón, Antonio; Scanlon, Dylan; MacPhail, Ann
Titel	Online Teaching and Learning in Physical Education Teacher Education: A Mixed Studies Review of Literature
Quelle	In: European Physical Education Review, 29 (2023) 3, S.369-388 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murtagh, Elaine M.) ORCID (Calderón, Antonio) ORCID (Scanlon, Dylan) ORCID (MacPhail, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X231155793
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Education; Teacher Education Programs; Online Courses; Blended Learning; Independent Study; Technology Uses in Education; Delivery Systems; Foreign Countries; Constructivism (Learning); Teacher Student Relationship; Teacher Competencies; United States; Ireland; Indonesia; Egypt; Canada; Greece; South Korea; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerausbildung; Lehrerbildung; Online course; Online-Kurs; Selbststudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Auslieferung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrkunst; USA; Irland; Indonesien; Ägypten; Kanada; Griechenland; Korea; Republik; Australien
Abstract	Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design is adopted. Pedagogies and technologies commonly used are examined. Studies using a blended approach to teaching and learning provide more detail about the pedagogies and technologies used than those studies using a fully online model. There is scant information regarding the principles underpinning the development and delivery of online PETE courses. We provide extensive insights into the key learning from the experiences of faculty and pre-service teachers who engage with online teaching and learning in PETE. Our findings suggest online instruction may suit particular students and facilitate a shift to independent learning. Teaching and learning in the online space can impact the development of relationships, both positively and negatively. Furthermore, constructivist pedagogies should be prioritised, alongside support for students and teacher educators to develop online learning competence. Our review highlights considerations for teacher educators engaging in online teaching and learning in PETE and implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01