Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.

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Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0050 ◽

2021 ◽

pp. 1-10

Author(s):

Fei Wu ◽

Ashley Phelps ◽

Michael Hodges ◽

Yiqiong Zhang ◽

Xiaofen D. Keating ◽

...

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Teaching Methods ◽

Elementary Classroom ◽

National Standards ◽

Methods Course ◽

Physical Education Teachers ◽

Classroom Teachers ◽

Methods Courses ◽

Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0102 ◽

2019 ◽

Vol 38 (4) ◽

pp. 296-304 ◽

Cited By ~ 1

Author(s):

Jenn M. Jacobs ◽

K. Andrew R. Richards ◽

Zach Wahl-Alexander ◽

James D. Ressler

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Physical Education ◽

Outdoor Education ◽

Field Experience ◽

Physical Education Teacher ◽

Descriptive Case Study ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

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Enacting assessment for learning in the induction phase of physical education teaching

European Physical Education Review ◽

10.1177/1356336x211056208 ◽

2021 ◽

pp. 1356336X2110562

Author(s):

Björn Tolgfors ◽

Mikael Quennerstedt ◽

Erik Backman ◽

Gunn Nyberg

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Beginning Teachers ◽

Research Question ◽

Initial Study ◽

Assessment For Learning ◽

Induction Phase ◽

Physical Education Teacher Education ◽

Pete Programs

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

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Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

Journal of Teaching in Physical Education ◽

10.1123/jtpe.24.3.243 ◽

2005 ◽

Vol 24 (3) ◽

pp. 243-264 ◽

Cited By ~ 38

Author(s):

Beatriz Muros Ruiz ◽

Juan-Miguel Fernández-Balboa

Keyword(s):

Physical Education ◽

Critical Pedagogy ◽

Teacher Educators ◽

Pedagogical Practices ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Limited Success ◽

The Social ◽

Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

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Investigating the ‘integration of theory and practice’ in examination physical education

European Physical Education Review ◽

10.1177/1356336x18791195 ◽

2018 ◽

Vol 25 (4) ◽

pp. 1036-1055 ◽

Cited By ~ 1

Author(s):

Andrew Jones ◽

Dawn Penney

Keyword(s):

Physical Education ◽

Teacher Educators ◽

Learning Opportunities ◽

Curriculum Planning ◽

Theory And Practice ◽

Pedagogical Practices ◽

Assessment Practices ◽

Integrated Theory ◽

Conceptual Clarity ◽

Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

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The Use of ICTs to Teach Geography in the Classroom: Application examples for Foundation ‐ Grade 6

Information Technology Education and Society ◽

10.7459/ites/17.2.03 ◽

2020 ◽

Vol 17 (2) ◽

pp. 23-49

Author(s):

Katrina Scolaro

Keyword(s):

Preservice Teachers ◽

Geographical Information Systems ◽

New Technologies ◽

Pedagogical Practices ◽

Geographical Information ◽

Australian Curriculum ◽

Positioning Systems ◽

Practical Applications ◽

Effective Learning ◽

Teachers And Students

The purpose of this article is to analyse the technologies used in current pedagogical practices in the Humanities and Social Sciences (HASS) classroom, in particular geography. It is argued that supporting children to be digitally literate is one of the keys to effective learning in the 21st Century. This article is based on potential practical applications of new technologies and ICTs, and linking them to the Australian Curriculum: Geography. As a preservice teacher, how can I best integrate the use of ICTs and use them to responsibility to enhance the learning of my future students? What quality and variety of ICT resources are available to us, as preservice teachers that will encourage creativity and motivate students and cater for all types of learners in the classroom? Fast, interactive and multimodal ICTs can assist teachers and students to explore the exciting ‘big ideas’ in the HASS classroom and with ICTs including Geographical Information Systems (GIS) and Global Positioning Systems all around us, it makes for new and innovative pedagogy.

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Transforming Teaching for Virtual Environments

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7222-1.ch026 ◽

2021 ◽

pp. 534-560

Author(s):

Irina Lyublinskaya ◽

Xiaoxue Du

Keyword(s):

Preservice Teachers ◽

Instructional Technology ◽

Teaching Strategies ◽

Online Teaching ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Student Centered ◽

Pedagogical Content ◽

K 12 ◽

Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

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