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

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    Authors
    MacPhail, Ann
    Tannehill, Deborah
    Goc Karp, Grace
    Issue Date
    2013
    Subjects
    constructivist pedagogy
    learning to teach
    instructional alignment
    
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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.100-112
    Publisher
    Elsevier
    Journal
    Teaching and Teacher Education
    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
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.tate.2013.02.008
    Scopus Count
    Collections
    Physical Education and Sport Pedagogy Group

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