Literaturnachweis - Detailanzeige
Autor/in | Johnson, Tyler G. |
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Titel | The Value of Performance in Physical Education Teacher Education |
Quelle | In: Quest, 65 (2013) 4, S.485-497 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-6297 |
DOI | 10.1080/00336297.2013.811093 |
Schlagwörter | Stellungnahme; Physical Education; Physical Education Teachers; Teacher Education; Educational Philosophy; Higher Education; Curriculum Design; Performance; Preservice Teachers; Pedagogical Content Knowledge |
Abstract | The current philosophical paradigm in higher education, where theory transcends practice, consigns physical education to the bottom of a hierarchy of educational content (Kretchmar, 2005). Leaders of physical education teacher education programs are left with three difficult choices: (a) accept physical education's lowly position in the hierarchy, (b) emphasize the theory and science of physical activity and teaching to make the program appear academically respectable, or (c) argue for a different philosophical paradigm (Kretchmar, 1996). I contend the final option is the best strategy. Using John Dewey's philosophy of experience and conception of human intelligence, I argue that skillful performance of dance, games, play, and sport should maintain a more prominent position in physical education teacher education curricula because skillful performance of the content represents a legitimate domain of human activity worthy of significant involvement in an academic program. Also, pre-service teachers need content knowledge derived authentically from the process of becoming skillful performers to teach physical education. Suggestions for activity performance coursework are offered. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |