Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices

Autor/inn/en	MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc
Titel	Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 33 (2013), S.100-112 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2013.02.008
Schlagwörter	Physical Education; Teaching Methods; Articulation (Education); Preservice Teacher Education; Physical Education Teachers; Grounded Theory; Problem Solving; Constructivism (Learning); Teacher Educators; Preservice Teachers; Pedagogical Content Knowledge; Decision Making; Focus Groups; Interviews; Graduate Students + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Articulation; Artikulation (Ling); Artikulation; Aussprache; Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Problemlösen; Teacher education; Education; Lehrerbildung; Pädagogische Kompetenz; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10