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dc.contributor.authorCapel, Susan
dc.contributor.authorBassett, Sophy
dc.contributor.authorLawrence, Julia
dc.contributor.authorNewton, Angela
dc.contributor.authorZwozdiak-Myers, Paula
dc.date.accessioned2020-06-29T09:36:03Z
dc.date.available2020-06-29T09:36:03Z
dc.date.issued2018-07-19
dc.identifier.citationCapel S, Bassett S, Lawrence J, Newton A, Zwozdiak-Myers P (2019) 'How trainee physical education teachers in England write, use and evaluate lesson plans', European Physical Education Review, 25 (4), pp.964-982.en_US
dc.identifier.issn1356-336X
dc.identifier.doi10.1177/1356336X18785053
dc.identifier.urihttp://hdl.handle.net/10547/624113
dc.description.abstractTraditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.en_US
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.relation.urlhttps://journals.sagepub.com/doi/abs/10.1177/1356336X18785053en_US
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.subjectphysical educationen_US
dc.subjectphysical education teacher educationen_US
dc.titleHow trainee physical education teachers in England write, use and evaluate lesson plansen_US
dc.typeArticleen_US
dc.identifier.eissn1741-2749
dc.contributor.departmentBrunel Universityen_US
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.contributor.departmentUniversity of Hullen_US
dc.identifier.journalEuropean Physical Education Reviewen_US
dc.date.updated2020-06-29T09:32:05Z
dc.description.noteover 3m past publication


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