Pre-service teachers articulating their learning about meaningful physical education

Abstract

The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they would promote meaningful experiences in physical education, what the features of meaningful experiences tend to consist of, and how they would use particular strategies to promote meaningful experiences. This research demonstrates how a shared language that reflects a coherent approach in physical education teacher education can support pre-service teachers to access, interpret, and articulate their learning about teaching in ways that support meaningful experiences for pupils.

Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

“…Bodsworth and Goodyear, 2017;Hordvik et al, 2019a;Hordvik et al, 2019b) allowed them to progress from having a poor scaffolding of students' managerial (role-playing) and instructional leadership (peer-teaching) to being able to help students conduct productive peer-teaching interactions (Glotova and Hastie, 2014). Thus, PETE programmes should strongly consider extending the length of school placements (Fletcher et al, 2020).…”

“…In contrast, a different preservice teacher who encountered opposition from his cooperating teacher due his preference for the technique-based approach, felt frustrated with the lack of guidance. As the element that exerts greater influence on the learning of preservice teachers (O'Sullivan, 2003), PETE programmes should promote cooperating teachers' engagement in active professional development centred on the ability to mediate preservice teachers' implementation of student-centred models (Fletcher et al, 2020;MacPhail et al, 2013).…”

Effects of a two-stage physical education teacher education programme on preservice teachers’ specialised content knowledge and students’ game-play in a student-centred Sport Education-Step Game approach

“…In the present study, PSTs were empowered to construct knowledge through their experience, enabling them to understand theory in practice and theory through practice (Deenihan et al, 2011). PETE programmes should extend to engaging cooperating teachers in ongoing professional development training aimed at their development of effective mediation of PSTs’ implementation of student-centred models (Fletcher et al, 2020).…”

“…Specifically, in the second year of the course, the PSTs received ongoing support to help them solve any emergent problems from their school placement professional practice (see Supplement 2). Research in PETE has shown that professional development interventions that bring into debate the real-life problems of practitioners are particularly effective in improving their teaching practice (Fletcher et al, 2020).…”

The role of pre-service physical education teachers in physical education – A bibliometric and systematic review

“…The effectiveness of this instruction is contingent upon the teachers’ qualifications and the teaching methods at their disposal [ 4 ]. Consequently, there is a significant call among researchers to investigate how PSPTs can enhance their teaching capabilities and learn to utilize PE effectively [ 5 , 6 ]. However, the process of preparing PE teachers faces several challenges.…”