Implications of Student Teachers’ Implementation of a Curricular Innovation

Abstract

This study examined 49 student teachers’ actions and perspectives when implementing a curricular innovation (the tactical games approach). Data were collected via videotaped lessons, interviews, and follow-up questionnaires. Questions for interviews and questionnaires were pilot tested and data were analyzed using the constant comparison method. Videotape analysis was facilitated by Noldus’s Observer (4.0) software and was tested for interobserver reliability. Results revealed that pupils were actively engaged for more than half (52%) of class time. The majority of student teachers’ questions were of low order (76%). The greatest challenges student teachers faced were pupils being new to the approach, or lacking skills. The greatest facilitators to implementing the tactical approach were physical education teacher education courses. Student teachers suggested that more opportunities to teach using the tactical approach in schools during methods classes would better prepare them for practicum. A follow-up questionnaire, one year later, determined that 87% of participants were still using the “innovation” in their teaching.

Models-based practice: great white hope or white elephant?

“…Brooker et al (2000) posited that support from research colleagues through university collaboration was important as it provided teachers with research knowledge that allowed them to overcome the initial de-skilling that was occurring when using Games Sense for the first time. In the same way O'Donovan et al (2010) (Stran and Curtner-Smith 2009), to provide opportunities for teachers to practice (Wright et al 2006) and support them in transferring theory to the classroom (McMahon and MacPhail 2007). In his role as a teacher-as-researcher Casey (see showed how theory and practice could be melded together to support and enhance his sustained use of MBP.…”

“…However, many other authors have gone further and suggested that the links and support mechanisms created between universities and schools, and researchers and teachers, were important in the successful adoption of MBP. Barrett and Turner (2000), Brooker et al (2000), McCaughtry et al (2004), McNeill et al (2004), MacPhail, Gorely et al (2008, O'Donovan et al (2010), and Wright, McNeill, Fry, Tan and Tan (2006) all endorsed the importance of school/university collaborations in supporting the teachers' ability to move the theory of the model into their classroom and subsequently engage in research-informed teaching. Brooker et al (2000) posited that support from research colleagues through university collaboration was important as it provided teachers with research knowledge that allowed them to overcome the initial de-skilling that was occurring when using Games Sense for the first time.…”

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

“…PSTs did, however, find opportunities to incorporate aspects of SE approach into their teaching. Wright et al (2006), who found that the PETE course could be an influential factor in inspiring PSTs to implement an innovative teaching approach to games teaching during their school placements. As part of drawing from the formal learning of the course, the PGCE cohort itself provided significant learning support via a variety of mechanisms.…”

Pós-graduação em educação física, inovação e prática pedagógica: reflexões iniciais

“…A questão é como podemos nós, como educadores de professores de educação física, estruturar nossos programas para facilitar nossos alunos dentro e através do processo de mudança, para que possamos produzir graduados que estejam dispostos a aceitar a mudança como parte de seu ensino e desenvolvimento profissional (Wright et al, 2006). …”