Exploring preservice teachers' conceptions after 'living a hybrid curriculum'.

Autor/inn/en	Sinclair, Christina; Thornton, Leonard Jay
Titel	Exploring preservice teachers' conceptions after 'living a hybrid curriculum'. Gefälligkeitsübersetzung: Untersuchung der Auffassungen angehender Lehrer nach dem Erleben eines hybriden Lehrplans.
Quelle	In: European physical education review, 24 (2018) 2, S. 133-151Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X16669331
Schlagwörter	Empirische Untersuchung; Einstellung (Psy); Lehrerausbildung; Curriculum; Lehrplan; Sportpädagogik; Sportunterricht
Abstract	Physical education reform efforts support constructivist learning theory (CLT) to re-conceptualize K-12 physical education. Advocates of models-based instruction (MBI) indicate that sport education and a tactical games approach are grounded in CLT. A key implication for physical education teacher education (PETE) programmes is to develop preservice teachers (PSTs) capable of implementing MBI. Often, PSTs enter PETE programmes with the pre-conception that learning can only occur through passive transfer of information. As a result, PETE programmes must help PSTs re-conceptualize physical education. The two purposes of this study were to: (a) explore the use of a 'living the curriculum' experience to influence PSTs' conceptions of learning and teaching in physical education; and (b) examine the usefulness of visual methods to further understand students' experiences in a PETE course. Participants were undergraduate PSTs (N = 12; five women, seven men) who experienced living a hybrid curriculum. PSTs took five to seven photographs to create a photo-collage that best depicted their experiences in the class. Semi-structured focus group interviews centered on discussion of the PSTs' photo collages. Data analysis revealed two major themes and sub-themes: (1) Learning in physical education - (a) knowledge is socially constructed and (b) learning is active; and (2) The role of the professor - (a) professor as facilitator and (b) clinging to old conceptions. PSTs experienced cognitive conflict and conceptual addition, suggesting old ideas were not completely extinguished but revised. Overall, the PSTs' conceptions indicated an openness to and basic understanding of alternate forms of physical education. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2018/4