Helping Pre-Service and Beginning Teachers Examine and Reframe Assumptions about Themselves as Teachers and Change Agents: "Who Is Going to Listen to You Anyway?"

Autor/inn/en	MacPhail, Ann; Tannehill, Deborah
Titel	Helping Pre-Service and Beginning Teachers Examine and Reframe Assumptions about Themselves as Teachers and Change Agents: "Who Is Going to Listen to You Anyway?"
Quelle	In: Quest, 64 (2012) 4, S.299-312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2012.706885
Schlagwörter	Faculty; Workplace Learning; Physical Education; Preservice Teacher Education; Teacher Education Programs; Physical Education Teachers; Change Agents; Educational Change; Beginning Teachers; Social Structure; Preservice Teachers; Teaching (Occupation); Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Academic Staff; Lehrkörper; Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bildungsreform; Junior teacher; Junglehrer; Sozialstruktur; Teaching; Lehrberuf; Ausland; Irland
Abstract	The focus of this article is how to ensure (beginning) teachers' needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between "structure" and "agency," teachers as "change agents" and refer to "workplace learning" as we examine the extent to which the social structure of the school and the teaching profession, and/or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10