Pre-Service Physical Education Teachers' Perceptions of Subject Knowledge: Augmenting Learning to Teach

Autor/inn/en	Herold, Frank; Waring, Michael
Titel	Pre-Service Physical Education Teachers' Perceptions of Subject Knowledge: Augmenting Learning to Teach
Quelle	In: European Physical Education Review, 15 (2009) 3, S.337-364 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X09364297
Schlagwörter	Grounded Theory; Preservice Teacher Education; Physical Education Teachers; Pedagogical Content Knowledge; Preservice Teachers; Foreign Countries; Prior Learning; Interviews; Reflection; Computer Uses in Education; Educational Technology; Computer Software; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Pädagogische Kompetenz; Ausland; Vorkenntnisse; Interviewing; Interviewtechnik; Computernutzung; Unterrichtsmedien; Bildungsreform
Abstract	This paper explores pre-service teachers' perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers' previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) over a period of three years at the beginning, middle and end of their 36-week teacher education programme in 2005/6. Pre-service teachers also completed weekly reflective commentaries on their learning to teach via a virtual learning environment (VLE). Analysis of the data involved the use of NVIVO software within a grounded theory framework. Pre-service teachers' value judgements on aspects of their own subject knowledge, as well as the sources and means through which this knowledge was acquired are identified with a view to augmenting their learning experiences. The paper asserts that recent education reforms in England have restricted opportunities for pre-service teachers in England to develop their practical subject matter content knowledge and pedagogical content knowledge and concludes with recommendations to enhance the quality of the existing framework postgraduate teacher education in England. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://epe.sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10