Seeing is believing: primary generalist pre-service teachers' observations of physical education lessons in Ireland and Switzerland.

Autor/inn/en	Coulter, Maura; Kealey, Fintina; Langan, Sarah Louise; McGarvey, John; Padden, Serena
Titel	Seeing is believing: primary generalist pre-service teachers' observations of physical education lessons in Ireland and Switzerland. Gefälligkeitsübersetzung: Man glaubt, was man sieht: die Beobachtung von Sportunterrichtsstunden in Irland und der Schweiz durch Studenten für das allgemeine Lehramt an Grundschulen.
Quelle	In: European physical education review, 26 (2020) 1, S. 159-178Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19839412
Schlagwörter	Unterrichtsanalyse; Unterrichtsbeobachtung; Verhaltensanalyse; Grundschule; Lehrerausbildung; Lehrerverhalten; Feedback; Lernprozess; Wissenserwerb; Unterrichtsgestaltung; Unterrichtsorganisation; Fachdidaktik; Inklusion; Sportpädagogik; Sportunterricht; Student; Irland; Schweiz
Abstract	Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs' soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as 'events identified by student teachers as significant in making progress toward becoming a better teacher' guided the PSTs' observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs' perceptions towards becoming better teachers. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/4