Chapter 8: The Diffusion of Model-Based Instruction by Establishing Communities of Practice

Autor/inn/en	Metzler, Michael W.; Lund, Jacalyn L.; Gurvitch, Rachel
Titel	Chapter 8: The Diffusion of Model-Based Instruction by Establishing Communities of Practice
Quelle	In: Journal of Teaching in Physical Education, 27 (2008) 4, S.571-579 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Student Teachers; Physical Education; Change Agents; Instructional Innovation; Physical Education Teachers; Cooperating Teachers; Teaching Methods; Career Development; Educational Change; Preservice Teacher Education; Elementary Secondary Education; Questionnaires; Interviews; Georgia + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Körpererziehung; Sportunterricht; Educational Innovation; Bildungsinnovation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsentwicklung; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Interviewing; Interviewtechnik
Abstract	Previous chapters in this monograph have reported on a series of research studies that examined the adoption of an instructional innovation, model-based instruction (MBI), by teachers in three stages of career development: preservice/student teachers (STs), induction teachers (ITs), and experienced/cooperating teachers (CTs). All the teachers were affiliated to varying degrees with one physical education teacher education (PETE) program. All the teachers were involved with making decisions that would ultimately lead them to reject, adopt, or discontinue the use of MBI in their daily teaching practices. The purpose of this chapter is to take a closer examination at the dynamics involved with teachers in different career stages making decisions about adopting MBI as an innovative approach. All teachers cope with varying degrees of autonomy to make those decisions while interacting with different constellations of change agents, and learning MBI in school and PETE program settings (agencies) that offer different arrays of facilitating and inhibiting factors that influence their decisions about best practice in general and MBI in particular. The preceding chapters that reported the findings for teachers in this series of studies did so by within-group analyses; this chapter provides an analysis of the findings from these studies by presenting commonalities and differences found across the three groups of teachers, based on the sets of change agency factors and change agents. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10