Pre Pre-Service Teacher Training: Professional Preparation and Work-Integrated Learning Pedagogy

Autor/inn/en	Martin, Andrew J.; Slade, Dennis G.; Hodges, Lynette D.
Titel	Pre Pre-Service Teacher Training: Professional Preparation and Work-Integrated Learning Pedagogy
Quelle	In: International Journal of Work-Integrated Learning, 23 (2022) 3, S.347-357 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Preservice Teacher Education; Physical Education; Work Experience Programs; Outcomes of Education; Student Attitudes; Self Efficacy; Undergraduate Students; Career Readiness; Creativity; Citizenship; Communication (Thought Transfer); Cooperation; Critical Thinking; Transfer of Training; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Körpererziehung; Sportunterricht; Lernleistung; Schulerfolg; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Kreativität; Staatsbürgerschaft; Communication; thought; Kommunikation; Gedanke; Co-operation; Kooperation; Kritisches Denken; Training; Transfer; Ausbildung; Neuseeland
Abstract	In order to compensate for a demise in New Zealand's pre-service teacher training, particularly in health and physical education (HPE), a work-integrated learning (WIL) course was added to a Bachelor of Sport and Exercise curriculum. This exploratory research provides insights into the outcomes of twenty-nine final year undergraduate PE students' involvement in teaching, coaching and management of school sports events and activities. The impact of initiatives resulted in enhanced participation, opportunities and engagement in physical education and sport activity for a range of children. Themes emerged from content analysis of student perceptions of individual's learning outcomes. WIL opportunities enabled students to build self-efficacy and career capability despite the COVID-19 restrictions and lockdowns. Findings indicated that from the students' perspectives, school-based initiatives enriched career capability, whilst also requiring adaptability, flexibility and resilience. The WIL experience enabled development of transferable skills and attributes in preparation for pre-service teacher training. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01