Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices
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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.100-112Publisher
ElsevierJournal
Teaching and Teacher EducationAdditional Links
http://linkinghub.elsevier.com/retrieve/pii/S0742051X13000309Type
ArticleLanguage
enISSN
0742-051Xae974a485f413a2113503eed53cd6c53
10.1016/j.tate.2013.02.008