The Loneliness of the Long-Distance Scottish Physical Education Teacher: How to Provide Effective In-Service for Experienced Teachers' Implementing New Curricula

Autor/in	Thorburn, Malcolm
Titel	The Loneliness of the Long-Distance Scottish Physical Education Teacher: How to Provide Effective In-Service for Experienced Teachers' Implementing New Curricula
Quelle	In: Journal of In-service Education, 32 (2006) 3, S.359-373 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Stellungnahme; Curriculum Development; Physical Education; Foreign Countries; Physical Education Teachers; Inservice Teacher Education; Faculty Development; Program Effectiveness; Pedagogical Content Knowledge; Teaching Methods; Partnerships in Education; Educational Quality; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Körpererziehung; Sportunterricht; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerfortbildung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulpartnerschaft; Quality of education; Bildungsqualität
Abstract	Retaining the professionalism of experienced teachers is important at a time when changing curricula require the integration of new subject knowledge. Through evaluation of Higher Still Physical Education in Scotland, Thorburn and Collins analysed the different ways in which experienced teachers implemented a challenging new curriculum. Only occasionally did rich student learning lead to high levels of authentic attainment. Further analysis presented in this paper argues that effective in-service programmes require recognition of the importance of new subject knowledge and teachers' preferred models of in-service delivery if policy aims are to be achieved in practice. The paper concludes by highlighting how repairing the erosion in relationships between teachers and academics in teacher education institutions represents the best opportunity for progress, which is sympathetic yet critical, and which avoids the problems of general vagueness and short-term reductionism found in other areas of in-service provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10