Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices

2.50
Hdl Handle:
http://hdl.handle.net/10547/295768
Title:
Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices
Authors:
MacPhail, Ann; Tannehill, Deborah; Goc Karp, Grace
Abstract:
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995).
Citation:
MacPhail, A., Tannehill, D. & Goc Karp, G. (2013) 'Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices', Teaching and Teacher Education, 33, pp.100-112
Publisher:
Elsevier
Journal:
Teaching and Teacher Education
Issue Date:
2013
URI:
http://hdl.handle.net/10547/295768
DOI:
10.1016/j.tate.2013.02.008
Additional Links:
http://linkinghub.elsevier.com/retrieve/pii/S0742051X13000309
Type:
Article
Language:
en
ISSN:
0742-051X
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorMacPhail, Annen_GB
dc.contributor.authorTannehill, Deborahen_GB
dc.contributor.authorGoc Karp, Graceen_GB
dc.date.accessioned2013-07-11T15:14:25Z-
dc.date.available2013-07-11T15:14:25Z-
dc.date.issued2013-
dc.identifier.citationMacPhail, A., Tannehill, D. & Goc Karp, G. (2013) 'Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices', Teaching and Teacher Education, 33, pp.100-112en_GB
dc.identifier.issn0742-051X-
dc.identifier.doi10.1016/j.tate.2013.02.008-
dc.identifier.urihttp://hdl.handle.net/10547/295768-
dc.description.abstractExamining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995).en_GB
dc.language.isoenen
dc.publisherElsevieren_GB
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S0742051X13000309en_GB
dc.rightsArchived with thanks to Teaching and Teacher Educationen_GB
dc.subjectconstructivist pedagogyen_GB
dc.subjectlearning to teachen_GB
dc.subjectinstructional alignmenten_GB
dc.titlePreparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practicesen
dc.typeArticleen
dc.identifier.journalTeaching and Teacher Educationen_GB
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