The Perceived Needs of Teacher Educators as They Strive to Implement Curriculum Change

Autor/inn/en	Walsh, Claire; Tannehill, Deborah; MacPhail, Ann
Titel	The Perceived Needs of Teacher Educators as They Strive to Implement Curriculum Change
Quelle	In: Curriculum Studies in Health and Physical Education, 13 (2022) 2, S.156-169 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Claire) ORCID (Tannehill, Deborah) ORCID (MacPhail, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2022.2032778
Schlagwörter	Educational Change; Curriculum Implementation; Preservice Teachers; Physical Education; Physical Education Teachers; Teacher Education Programs; Teacher Educators; Teacher Attitudes; Grounded Theory; Foreign Countries; Case Studies; Teacher Collaboration; Instructional Leadership; Time Management; Norway + Suchen Sie Ihr Suchwort? Bildungsreform; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; Lehrerkooperation; Instruction; Leadership; Bildung; Erziehung; Führung; Zeitmanagement; Norwegen
Abstract	The focus of this study was to explore teacher educators' experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. "Sport, Education and Society," 19(4), 415-434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01