Creation of new routines in physical education: second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning

Østergaard, Lars Domino

doi:10.1080/13573322.2018.1508012

Cited by 6 publications

(13 citation statements)

References 21 publications

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“…cPhail & Sohun, 2019; Melnychuk, 2001b;Mooney & Hickey, 2017;Østergaard, 2019;Tsangaridou & Polemitou, 2015;Whittle et al, 2018; while two studies were cross-sectional (Gillespie, 2011;Peralta et al, 2020). Notably, within these 18 longitudinal studies, seven were purely exploratory (Crawford et al, 2012;Font, 2009;Garrett & Wrench, 2008;Lamb et al, 2013;Tsangaridou & Polemitou, 2015;Whittle et al, 2018;, four integrated action-research (Dervent, 2015a;Lamb, 2015;Lamb et al, 2016;MacPhail & Sohun, 2019), and one combined action-research with self-study (Casey, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…Notably, within these 18 longitudinal studies, seven were purely exploratory (Crawford et al, 2012;Font, 2009;Garrett & Wrench, 2008;Lamb et al, 2013;Tsangaridou & Polemitou, 2015;Whittle et al, 2018;, four integrated action-research (Dervent, 2015a;Lamb, 2015;Lamb et al, 2016;MacPhail & Sohun, 2019), and one combined action-research with self-study (Casey, 2012). The remaining longitudinal studies were self-studies (n=2) (Fletcher et al, 2019;González-Calvo & Fernández-Balboa, 2018) and four were based on case-study designs, particularly two were case-studies (Melnychuk, 2001b;Østergaard, 2019), and two were a multiple case-study (Jung, 2012;Mooney & Hickey, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…In the studies considered for this review, two methodological designs were observed, namely qualitative and mixed methods. The most common methodology involved qualitative techniques with intervention (n=20) (Casey, 2012;Crawford et al, 2012;Dervent, 2015a;Fletcher et al, 2019;Font, 2009;Garrett & Wrench, 2008;Gillespie, 2011;González-Calvo & Fernández-Balboa, 2018;Jung, 2012;Lamb, 2015;Lamb et al, 2016;Lamb et al, 2013;MacPhail & Sohun, 2019;Melnychuk, 2001b;Mooney & Hickey, 2017;Østergaard, 2019;Peralta et al, 2020;Tsangaridou & Polemitou, 2015;Whittle et al, 2018;.…”

Section: Methodological Designs Used For the Development Of Teachers'...mentioning

confidence: 99%

“…Pre-service teachers were the participants most examined in the studies gathered for this review (n=10) (Dervent, 2015a;Lamb, 2015;Lamb, Ko, & Aldous, 2016;Lamb, Lane, & Aldous, 2013;MacPhail & Sohun, 2019;Østergaard, 2019;Senne & Rikard, 2002, 2004Tsangaridou & Polemitou, 2015;, followed by in-service teachers (n= 8) (Casey, 2012;Fletcher, Chróinín, & O'Sullivan, 2019;Font, 2009;Gillespie, 2011;Jung, 2012;Mooney & Hickey, 2017;Peralta, Bennie, Gore, & Lonsdale, 2020;Whittle, Telford, & Benson, 2018),…”

Section: Type Of Participants and Contexts Selected For The Research ...mentioning

confidence: 99%

“…student teachers (n= 3) (Crawford, O'Reilly, & Luttrell, 2012;Garrett & Wrench, 2008;Melnychuk, 2001b), and novice teachers (n= 2) (González-Calvo & Fernández-Balboa, 2018;Keay, 2006). In terms of contexts chosen, universities predominated (n= 13) (Crawford et al, 2012;Dervent, 2015a;Fletcher et al, 2019;Garrett & Wrench, 2008;Lamb, 2015;Lamb et al, 2016;Lamb et al, 2013;MacPhail & Sohun, 2019;Østergaard, 2019;Senne & Rikard, 2002, 2004Tsangaridou & Polemitou, 2015; followed by schools (n=10) (Casey, 2012;Font, 2009;Garrett & Wrench, 2008;Gillespie, 2011;González-Calvo & Fernández-Balboa, 2018;Jung, 2012;Keay, 2006;Melnychuk, 2001b;Mooney & Hickey, 2017;Whittle et al, 2018) PETE programs (degree and post-graduate) were the most studied (n=16) (Casey, 2012;Crawford et al, 2012;Dervent, 2015a;Font, 2009;Jung, 2012;Lamb, 2015;Lamb et al, 2016;Lamb et al, 2013;Ma-cPhail & Sohun, 2019;Mooney & Hickey, 2017;Østergaard, 2019;…”

Section: Type Of Participants and Contexts Selected For The Research ...mentioning

confidence: 99%

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The development of reflective skills in physical education teacher education: a systematic review

Azevedo¹,

Mesquita

Araújo

2022

Retos

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Research has shown an increased attention towards Reflective Practice as a successful aspect in the professional development of Physical Education Teacher Education. Notwithstanding, there is a lack of empirical research about how teachers’ reflective skills should be developed in this context. The aim of this systematic review was to understand what and how has been studied about physical education teachers’ reflective skills, and how such strategies can be further developed and refined in Physical Education Teacher Education. Following Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) (Page et al., 2021) six databases were included to ensure that all relevant data was considered, and criteria scales were adapted in order to access studies’ quality. The results show the importance of incorporating meticulously planned and organized practicum in teachers’ training of reflective skills. Despite the importance of collaborative work in reflective skills development, there is a need to perform a deeper examination of those which contribute to improve reflective skills and how teachers develop reflection in collaborative settings, such as through the examination of communities of practice. Besides, writing reflections and video-taped classroom situations can enhance teachers’ reflective skills, although supervision is required. This review highlights the important yet challenging role of teachers’ reflective skills investigation, in order to achieve a deeper understanding of the contexts and strategies through which this issue is developed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodological Designs Used For the Development Of Teachers'...mentioning

confidence: 99%

Section: Type Of Participants and Contexts Selected For The Research ...mentioning

confidence: 99%

Section: Type Of Participants and Contexts Selected For The Research ...mentioning

confidence: 99%

See 3 more Smart Citations

The development of reflective skills in physical education teacher education: a systematic review

Azevedo¹,

Mesquita

Araújo

2022

Retos

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show abstract

An Analytical Toolbox for Research on Reflection

Johansson

2023

Quest

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‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning

Kitching

2024

Irish Educational Studies

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Creation of new routines in physical education: second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning

Cited by 6 publications

References 21 publications

The development of reflective skills in physical education teacher education: a systematic review

The development of reflective skills in physical education teacher education: a systematic review

An Analytical Toolbox for Research on Reflection

‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning

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