2.50
Hdl Handle:
http://hdl.handle.net/10547/294841
Title:
Models-based practice: great white hope or white elephant?
Authors:
Casey, Ashley ( 0000-0002-8232-5727 )
Abstract:
The purpose of this paper was to review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers’ perceptions and use of models-based practice was undertaken in an effort to ascertain the ways in which practitioners interpreted this type of change in practice. Conclusion was made: While models-based practice has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of models-based practice need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach.
Citation:
Casey, A. (2012) 'Models-based practice: great white hope or white elephant?', Physical Education & Sport Pedagogy 01 Oct 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.726977#.Uc1FltjciWQ (Accessed: 28 June 2013).
Publisher:
Taylor and Francis
Journal:
Physical Education & Sport Pedagogy
Issue Date:
2012
URI:
http://hdl.handle.net/10547/294841
DOI:
10.1080/17408989.2012.726977
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.726977
Type:
Article
Language:
en
ISSN:
1740-8989; 1742-5786
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorCasey, Ashleyen_GB
dc.date.accessioned2013-06-28T08:28:02Z-
dc.date.available2013-06-28T08:28:02Z-
dc.date.issued2012-
dc.identifier.citationCasey, A. (2012) 'Models-based practice: great white hope or white elephant?', Physical Education & Sport Pedagogy 01 Oct 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.726977#.Uc1FltjciWQ (Accessed: 28 June 2013).en_GB
dc.identifier.issn1740-8989-
dc.identifier.issn1742-5786-
dc.identifier.doi10.1080/17408989.2012.726977-
dc.identifier.urihttp://hdl.handle.net/10547/294841-
dc.description.abstractThe purpose of this paper was to review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers’ perceptions and use of models-based practice was undertaken in an effort to ascertain the ways in which practitioners interpreted this type of change in practice. Conclusion was made: While models-based practice has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of models-based practice need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach.en_GB
dc.language.isoenen
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/17408989.2012.726977en_GB
dc.rightsArchived with thanks to Physical Education & Sport Pedagogyen_GB
dc.subjectpedagogical modelen_GB
dc.subjectphysical educationen_GB
dc.subjectmodels-based practiceen_GB
dc.subjectX300 Academic studies in Educationen_GB
dc.titleModels-based practice: great white hope or white elephant?en
dc.typeArticleen
dc.identifier.journalPhysical Education & Sport Pedagogyen_GB
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