The challenges of models-based practice in physical education teacher education: A collaborative self-study

Fletcher, T. and Casey, A. (2014) The challenges of models-based practice in physical education teacher education: A collaborative self-study. Journal of Teaching in Physical Education, 33 (3). pp. 403-421. ISSN 02735024 (ISSN)

Full text not available from this resource.
Official URL: http://www.scopus.com/inward/record.url?eid=2-s2.0...

Abstract

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the hows and whys of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice. © 2014 Human Kinetics, Inc.

Item Type: Article
Additional Information: Export Date: 23 February 2015; Correspondence Address: Fletcher, T.; Department of Kinesiology, Brock University, St. Catharines, ON, Canada; email: tfletcher@brocku.ca
Uncontrolled Keywords: Cooperative learning; Pedagogy; Practitioner research; Pre-service teacher education; Teacher educators
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 02:39
URI: http://eprints.teachingandlearning.ie/id/eprint/2279

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year