Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

2017 ◽  
Vol 36 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Emily M. Jones ◽  
Jun-hyung Baek ◽  
James D. Wyant
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Education ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching And Learning ◽  
Early Career ◽  
Action Research Project ◽  
Research Project ◽  
Integrating Technology

Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?

1989 ◽  
Vol 5 ◽  
pp. 15-23 ◽  
Author(s):  
Andrew Brookes
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Environmental Education ◽  
Outdoor Education ◽  
Field Trips ◽  
Action Research Project ◽  
Research Project ◽  
Official Curriculum ◽  
Situational Constraints

AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

scholarly journals Interdisciplinary Learning for Pre-service Teachers

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Simona Laurian Fitzgerald ◽  
Carmen Popa ◽  
Carlton Fitzgerald ◽  
Adina Vesa
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Therapy ◽  
Teaching And Learning ◽  
First Year ◽  
Physical Therapy Students ◽  
Action Research Project ◽  
Learning Groups ◽  
Young Students ◽  
The University

In this action research study, the researchers worked collaboratively to integrate curriculum in four ways: 1. Professors engaged students in an interdisciplinary project, 2. Students performed a real-world task, 3. Students worked in small cooperative learning groups, and 4. Students engaged in helping young students experience a positive holiday season. The purpose of this study was to review how these integrative principles effected the preservice teachers academically, socially, and emotionally. Two cohorts of preservice teachers were enrolled in the same three courses during this study. One cohort of physical therapy (PT) majors were enrolled in a course developed to assist PT professionals with their communication skills, understanding of basic psychology, and special needs principles. The preservice teachers were learning how to teach: (a) penmanship, (b) letter writing, and, (c) promotive small group social skills for their future students. Seventy-nine students (54 pre-ervice teachers and 25 physical therapy students) participated in this action research project by engaging in a Santa writing experience. Young students in four schools wrote letters to Santa, and the university student participants responded to the letters of young students. Four professors collaborated in this project. The teachers included: a language and didactics professor, a curriculum professor, a writing (penmanship) professor, and an adjunct professor working with first year physical therapy students. Results of the study indicated that students: 1. found the process to be more difficult than they first thought; 2. appreciated the opportunity to help young students celebrate their holiday dreams; 3. felt they learned more deeply the goals of their classes; and 4. were proud to help young people enjoy their holidays. This process was fairly complex and, in spite of that complexity, the majority of students found the experience worthwhile from a teaching and learning perspective and from an existential perspective.

scholarly journals THE ROLE OF ENGINEERING TEACHING AND LEARNING FELLOWS IN THE TRANSFORMATION PROCESS OF ECE COURSES

2018 ◽  
Author(s):  
Deena Salem ◽  
Brian Frank
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Transformation Process ◽  
Computer Engineering ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Work In Progress

Abstract –This paper presents work in progress of a participatory action research project of transforming some Electrical and Computer Engineering (ECE) courses with the help of Engineering Teaching and Learning Fellows (ETLF). The objective of this paper is to highlight the effectiveness of incorporating an ETLF, with expertise in both the engineering and education fields, in the process, and their accountability throughout the three phases: pre-transformation, transformation and post-transformation.  

Engaging Students with Micro-Businesses

2010 ◽  
Vol 24 (6) ◽  
pp. 455-466
Author(s):  
Catherine McConnell
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Crucial Role ◽  
Teaching And Learning ◽  
Industrial Sector ◽  
Creative Industries ◽  
The Self ◽  
Action Research Project ◽  
Research Project ◽  
Art Design

This paper outlines an action research project developed to investigate the gap in teaching and learning placement materials available to students, academics and practitioners in the art, design and media sector, particularly with respect to micro-businesses. Previous research, funded by the UK's Higher Education Subject Centre for Art Design Media (ADM-HEA) and the Centre for Excellence in Professional Placement Learning (Ceppl) has shown that the creative industries are becoming strongly characterized by ‘portfolio’ employment: sole practitioners, freelancers and the self-employed who have established innovative micro-businesses and small to medium-sized enterprises. Engagement between educators and this industrial sector plays a crucial role in maximizing the placement opportunities available to learners and connecting students with the entrepreneurial options available to them following graduation.

The sociology classroom as a pedagogical site of discomfort: Difficult knowledge and the emotional dynamics of teaching and learning

2016 ◽  
Vol 24 (1) ◽  
pp. 7-33 ◽  
Author(s):  
Audrey Bryan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Economic Institutions ◽  
Action Research Project ◽  
Research Project ◽  
Sociological Knowledge ◽  
Dimensions Of Teaching ◽  
Theoretical Considerations ◽  
Affective Dimensions

While recent years have witnessed a growing recognition of the importance of attending to the complex affective dimensions of teaching and learning, emotion remains under-researched and under-theorised as an aspect of education. This paper explores what it means to engage with emotionality in the classroom, particularly in terms of how difficult (sociological) knowledge is experienced, felt and understood by learners, i.e. how they are affected by knowledge that is historically or socially traumatic and hence difficult to bear. Drawing on qualitative data gathered as part of an action research project undertaken during a postgraduate course on globalisation, it offers insights into how course participants felt, experienced and engaged with difficult knowledge about their participation in harmful global economic institutions and practices. The paper concludes by considering some of the theoretical considerations and pedagogical conditions that are necessary if we are to engage learners with difficult (sociological) knowledge which asks them to contemplate how they are implicated in their learning.

scholarly journals Using Action Research To Improve Teaching And Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 41
Author(s):  
Christie L. Ahrens ◽  
Mary Ellen Brant ◽  
E. Suzanne Lee
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Action Research Project ◽  
Leadership Program ◽  
Research Project ◽  
Master Of Arts

This paper outlines the components of an action research project developed in a Master of Arts in Teaching and Leadership program designed to improve teaching and learning.

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