Helping Pre-Service and Beginning Teachers Examine and Reframe Assumptions About Themselves as Teachers and Change Agents: "Who is Going to Listen to You Anyway?"

MacPhail, A. and Tannehill, D. (2012) Helping Pre-Service and Beginning Teachers Examine and Reframe Assumptions About Themselves as Teachers and Change Agents: "Who is Going to Listen to You Anyway?". Quest, 64 (4). pp. 299-312. ISSN 00336297 (ISSN)

[img] Text
MacPhail and Tannehill 2012.pdf

Download (246kB)
Official URL: http://www.scopus.com/inward/record.url?eid=2-s2.0...

Abstract

The focus of this article is how to ensure (beginning) teachers' needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between 'structure' and 'agency,' teachers as 'change agents' and refer to 'workplace learning' as we examine the extent to which the social structure of the school and the teaching profession, and / or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. © 2012 Copyright National Association for Kinesiology in Higher Education (NAKHE).

Item Type: Article
Additional Information: Cited By :3; Export Date: 23 February 2015; Correspondence Address: MacPhail, A.; Physical Education, Physical Activity and Youth Sport (PEPAYS) Research Centre, Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland; email: Ann.MacPhail@ul.ie; References: Billett, S., Learning through work: Exploring instances of relational interdependencies (2008) International Journal of Educational Research, 47, pp. 232-240; Billett, S., Towards a workplace pedagogy: Guidance, participation and engagement (2002) Adult Education Quarterly, 53 (1), pp. 27-43; Billett, S., (2001) Participation and continuity at work: A critique of current workplace learning discourses. Context, power and perspective: Confronting the challenges to improving attainment in learning at work, , http://www.infed.org/archives/e-texts/billett_workplace_learning, November. Paper presented at Joint Network/SKOPE/TLRP International workshop, Sunley Management Centre, University College of Northampton, Northampton, UK. Retrieved from; Billett, S.R., (1992) Authenticating learning-learning in the workplace, , November, November, Geelong, Victoria, Geelong, Victoria,: Paper presented at Australian Association for Research in Education & New Zealand Association of Research in Education Joint Conference, Deakin University; Blankenship, B.J., Coleman, M.M., An examination of "wash-out" and workplace conditions of beginning physical education teachers (2009) Physical Educator, 66, pp. 97-111; Bourdieu, P., (1990) The logic of practice, , Cambridge, UK, Cambridge,: Polity; Bourdieu, P., (1984) Distinction: A social critique of the judgment of taste, , Harvard, MA, Harvard, MA,: Harvard University Press; Bourdieu, P., (1977) Outline of a theory of practice, , Cambridge, UK, Cambridge,: Cambridge University Press; Brown, J., (2011) The world café: Shaping our futures through conversations that matter, , with David Isaacs & the World Café Community, San Francisco, CA, San Francisco, CA,: Berrett-Koehler; Carter, M., Francis, R., Mentoring and beginning teachers' workplace learning (2001) Asia-Pacific Journal of Teacher Education, 29, pp. 249-262; Casey, A., Dyson, B., Campbell, A., Action research in physical education: focusing beyond myself through cooperative learning (2009) Educational Action Research, 17, pp. 407-423; Chen, D.D., A classification system for metaphors about teaching (2003) Journal of Physical Education, Recreation and Dance, 74 (2), pp. 24-31; Cochran-Smith, M., Studying teacher education: What we know and need to know (2005) Journal of Teacher Education, 56, pp. 301-306; Connor, P.E., Lake, L.K., (1988) Managing organizational change, , New York, NY, New York, NY,: Praeger; Cunningham, I., Dawes, G., Bennett, B., (2004) The handbook of work-based learning, , Hants, UK, Hants,: Gower; Darling-Hammond, L., Sclan, E.M., Who teaches and why: Dilemmas of building a profession for twenty-first century schools (1996) Handbook of research on teacher education, pp. 67-101. , In: Sikula J., Buttery T. J., Guyton E., editors 2nd, New York, NY, New York, NY,: Macmillan; Feiman-Nemser, S., Teacher learning: How do teachers learn to teach? (2008) Handbook of research on teacher education, pp. 1697-1705. , In: Cochran-Smith M., Feiman-Nemser S., McIntyre D. J., Demers K. E., editors 3rd, New York, NY, New York, NY,: Routledge; Fernandez-Balboa, J.M., Bio-pedagogical self-reflection in PETE: reawakening the ethical conscience and purpose in pedagogy and research (2009) Sport, Education and Society, 14, pp. 147-163; Fernandez-Balboa, J.M., Knowledge base in physical education teacher education: A proposal for a new era (1997) Quest, 49, pp. 161-181; Fullan, M.G., (1999) Change forces: The sequel, , Philadelphia, PA, Philadelphia, PA,: Falmer; Fullan, M.G., The professional teacher: Why teachers must become change agents (1993) Educational Leadership, 50 (6), pp. 1-13; Giddens, A., (1984) The Constitution of Society, , Stanford, CA, Stanford, CA,: Polity; Hammerness, K., Darling-Hammond, L., Bransford, J., How teachers learn and Develop (2005) Preparing teachers for a changing world, pp. 358-389. , In: Bransford J., editors San Francisco, CA, San Francisco, CA,: Jossey-Bass, In L. Darling Hammond; Hartley, T., (2011) Preparing physical education teachers for the reality of teaching in schools: The case of one physical education teacher education (PETE) programme (Unpublished masters thesis), , Ireland,: University of Limerick; Hodkinson, H., Hodkinson, P., Improving schoolteachers' workplace learning (2005) Research Papers in Education, 20, pp. 109-131; Hodkinson, H., Hodkinson, P., Rethinking the concept of community of practice in relation to schoolteachers' workplace learning (2004) International Journal of Training and Development, 8 (1), pp. 21-32; Johnson, S.M., (2004) Finders and keepers: Helping new teachers survive and thrive in our schools, , San Francisco, CA, San Francisco, CA,: Jossey Bass, The Project on the Next Generation of Teachers; Killeavy, M., Induction: A collective endeavor of learning, teaching, and leading (2006) Theory Into Practice, 45, pp. 168-176; Lawson, H.A., Three perspectives on induction and a normative order for physical education (1991) Quest, 43, pp. 20-36; Lawson, H.A., From rookie to veteran: Workplace conditions in physical education and induction into the profession (1989) Socialization into Physical Education: Learning to Teach, pp. 145-164. , In: Templin T. J., Schempp P. G., editors Indianapolis, IN, Indianapolis, IN,: Benchmark; Lee, T., Fuller, A., Ashton, D., Butler, P., Felstead, A., Unwin, L., Walters, S., (2004) Workplace learning: Main themes & perspectives, learning as work research paper, No. 2, , University of Leicester: Centre for Labour Market Studies; Loughran, J.J., (2006) Developing a pedagogy of teacher education: Understanding teaching and learning about teaching, , London, UK, London,: Routledge; Malloch, M., Cairns, L., Evans, K., O'Connor, B.N., (2010) The SAGE handbook of workplace learning, , London, UK, London,: SAGE; Maxwell, B., In-service initial teacher education in the learning and skills sector in England: Integrating course and workplace learning (2010) Vocations and Learning, 3, pp. 185-202; McCaughtry, N., The child and the curriculum: Implications of Deweyan philosophy in the pursuit of "Cool" physical education for children (2009) Historic Traditions and Future Directions of Research on Teaching and Teacher Education in Physical Education, pp. 187-196. , In: Housner L. D., Metzler M. W., Schempp P. G., Templin T. J., editors Morgantown, WV: Fitness Information Technology; Ornstein, A.C., Analyzing and improving teaching (1999) New directions: For teaching practice and research, pp. 17-61. , In: Waxman H. C., Walberg H. J., editors Berkeley, CA, Berkeley, CA,: McCutchan; O'Sullivan, M., Learning to teach physical education (2003) Student learning in physical education: Applying research to enhance instruction, pp. 275-294. , In: Silverman S. J., Ennis C. D., editors 2nd, Champaign, IL, Champaign, IL,: Human Kinetics; O'Sullivan, M., Failing gym is like failing lunch or recess: Two beginning teachers' struggle for legitimacy (1989) Journal of Teaching in Physical Education, 8, pp. 227-242; Price, J.N., Valli, L., Preservice teachers becoming agents of change: Pedagogical implications for action research (2005) Journal of Teacher Education, 56, pp. 57-72; Russell, T., Korthagen, F., (1995) Teachers who teach teachers, , London, London,: Falmer; Schempp, P.G., Graber, K.C., Teacher socialization from a dialectical perspective: Pretraining through induction (1992) Journal of Teaching in Physical Education, 11, pp. 329-348; Smyth, D.M., First-year physical education teachers' perceptions of their workplace (1995) Journal of Teaching in Physical Education, 14, pp. 198-214; Stuart, C., Thurlow, D., Making it their own: Preservice teachers' experiences, beliefs, and classroom practices (2000) Journal of Teacher Education, 51, pp. 113-121; Stroot, S.A., Whipple, C.E., Organization socialization: Factors affecting beginning Teachers (2003) Student learning in physical education: Applying research to enhance instruction, pp. 311-328. , In: Silverman S. J., Ennis C. D., editors 2nd, Champaign, IL, Champaign, IL,: Human Kinetics; Tannehill, D., MacPhail, A., What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning Physical Education and Sport Pedagogy., , in press; Tinning, R., Theoretical orientations in physical education teacher education (2006) The handbook of physical education, pp. 369-386. , In: Kirk D., 'Sullivan M. O, Macdonald D., editors London, UK, London,: Sage; Tinning, R., Action research as epistemology and practice: Towards transformative educational practice in physical education (1992) Research in physical education and sport: Exploring alternative visions, pp. 188-209. , In: Sparkes A. C., editors London, UK, London,: Falmer; Williams, J., Williamson, K.M., (1995) Beginning to teach physical education: The inside stories, , Dubuque, IA, Dubuque, IA,: Kendall/Hunt; Zeichner, K., Gore, J., Using action research as a vehicle for student teacher reflection: A social reconstructionist approach (1995) Practically critical: An invitation to action research in education, pp. 13-30. , In: Noffke S., Stevenson B., editors New York, NY, New York, NY,: Teachers College Press; Zukas, M., Pedagogic learning in the pedagogic workplace: Educators' lifelong learning and learning futures (2006) International Journal of Pedagogies and Learning, 2, pp. 71-80
Uncontrolled Keywords: agency; Physical education teacher education; structure; workplace learning
Depositing User: National Forum
Date Deposited: 04 Dec 2015 08:25
Last Modified: 04 Dec 2015 08:35
URI: http://eprints.teachingandlearning.ie/id/eprint/2828

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year