Engaging Preservice Teachers in Context-Based, Action-Oriented Curriculum Development

Autor/inn/en	Richards, K. Andrew R.; Ressler, James D.
Titel	Engaging Preservice Teachers in Context-Based, Action-Oriented Curriculum Development
Quelle	In: Journal of Physical Education, Recreation & Dance, 87 (2016) 3, S.36-43 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2015.1131215
Schlagwörter	Preservice Teachers; Curriculum Development; Physical Education; School Culture; Culturally Relevant Education; Subcultures; Active Learning; Student Projects; Cooperating Teachers; Units of Study; Student Experience; Program Evaluation; Student Developed Materials; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Körpererziehung; Sportunterricht; Schulkultur; Schulleben; Subculture; Subkultur; Aktives Lernen; Schulprojekt; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lerneinheit; Studienerfahrung; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Physical education teacher education programs have a responsibility to prepare students in the technical aspects of teaching physical education, while also helping them to develop an awareness of the micropolitical cultures of schools that have implications for the implementation of what has been learned. Without the latter, beginning teachers may experience reality shock when transitioning into school contexts that do not align with the messages instilled during teacher education. Drawing upon lessons learned through research related to occupational socialization theory, the purpose of this article is to present a formative, context-based approach to curriculum development linked to project-based learning. The project is broken into seven steps that build upon one another and span the entire academic semester. Students work closely with cooperating teachers to develop units of instruction that utilize innovative curricular approaches and can be implemented in the teachers' contexts. Strategies for assessment are discussed, as are implications of the project more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01