Empowering Pre-Service Physical Educators through the Planning and Instruction of a Novel Activity Unit

Autor/in	Constantinou, Phobe
Titel	Empowering Pre-Service Physical Educators through the Planning and Instruction of a Novel Activity Unit
Quelle	In: Strategies: A Journal for Physical and Sport Educators, 24 (2011) 3, S.25-28 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-4562
Schlagwörter	Activity Units; Physical Education; Self Efficacy; Pedagogical Content Knowledge; Education Courses; Peer Teaching; Novices; Teacher Competencies; Learning Processes; Preservice Teacher Education; Creative Teaching; Educational Strategies; Lesson Plans; Physical Education Teachers + Suchen Sie Ihr Suchwort? Area of activity; Tätigkeitsfeld; Körpererziehung; Sportunterricht; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Fortbildungskurs; Peer group teaching; Peer Group Teaching; Lehrkunst; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Lehrstrategie; Lesson planning; Unterrichtsplanung; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Pedagogical content knowledge, especially at the undergraduate level, is vital to the development of competent physical education teachers. Thus, physical education teacher education (PETE) programs provide opportunities for developing and improving pedagogical skills. This article describes the educational potential and benefits of using novel activity units to hone pre-service physical educators' teaching competencies during the pre-implementation, implementation, and post implementation phases of the teaching process. This approach has two premises: (1) learning does not occur automatically, but requires the active involvement of the learner; and (2) learners need to acquire high levels of self-efficacy/confidence. From this point of view, an educator's goal is not to directly influence student learning but to create an environment that encourages students to think and act as independent learners. This, in turn, impacts learning and self-efficacy/confidence levels. (ERIC).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10