Exploring the "How" and "Why" of Value Orientations in Physical Education Teacher Education

Autor/in	Gillespie, Lorna B.
Titel	Exploring the "How" and "Why" of Value Orientations in Physical Education Teacher Education
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 9, S.58-74 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Physical Education Teachers; Teacher Attitudes; Values; Curriculum; Curriculum Development; Secondary School Teachers; Teacher Education; Teacher Educators; Course Content; Reflective Teaching; Student Teaching; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Wertbegriff; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Kursprogramm; Teaching practice; Unterrichtspraxis; Ausland; Neuseeland
Abstract	This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students' value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE programmes. The paper foregrounds the highly personal nature of value orientations in considering their significance in teacher education programmes and is written from the position of the author as a teacher educator committed to raising student teachers' awareness of value orientations and their influence on curriculum and pedagogy. Attention is drawn to the significance of course content, practicum, critically reflective practice, and programme structures in relation to efforts to embed value orientations into teacher education programmes. (Contains 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10