scholarly journals Health and Physical Education Teacher Education 2.0: Pre-service Teachers’ Perceptions on Developing Digital Twitter Skills

2019 ◽  
Vol 44 (2) ◽  
pp. 34-50 ◽  
Author(s):  
Brendon Hyndman ◽  
◽  
Stephen Harvey ◽  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach

2020 ◽  
Vol 39 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Brendon P. Hyndman ◽  
Stephen Harvey
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Self Determination ◽  
Computer Assisted ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.

The (im)possibilities of praxis in online health and physical education teacher education

2021 ◽  
pp. 1356336X2110164
Author(s):  
Carla Luguetti ◽  
Eimear Enright ◽  
Jack Hynes ◽  
Jeffrey Anthony Bishara
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Lead Author ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Critical Friend

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her ‘engaged pedagogy’. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, building relationships as a foundation to cultivating a learning community; this theme relates to the challenges and facilitators to getting to know our ‘faceless students’ and building an interactive relationship with them in an online environment. The second theme constructed from the data was commitment to a process of self-actualization that promotes teachers’ and students’ wellbeing; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

Preservice Physical Education Teachers’ Perceptions of a Flipped Basketball Course: Benefits, Challenges, and Recommendations

2020 ◽  
pp. 1-9
Author(s):  
Koon Teck Koh ◽  
Chunxiao Li ◽  
Swarup Mukherjee
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Information And Communication Technologies ◽  
Physical Education Teachers ◽  
Flipped Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Motivation For Learning

Purpose: Information and communication technologies can enable educators in the development of innovative and contextually relevant approaches for the provision of enhanced learning experiences. This study examined preservice physical education teachers’ perceptions of a flipped learning basketball course in a physical education teacher education program. Method: Semi-structured interviews were conducted with eight preservice physical education teachers (three females; Mage = 23.5 years) who had completed the course. Interview data were coded using inductive and deductive thematic analysis. Results: Six main themes were identified reflecting benefits, challenges, and recommendations of flipped learning: (a) facilitate student-centered learning, (b) promote self-directed learning, (c) encourage real-world application, (d) insufficient avenues to assess understanding, (e) preclass preparation too time consuming, and (f) modification of materials and structure. Discussion/Conclusion: Flipped learning can potentially enhance preservice physical education teachers’ motivation for learning and increase active learning time in the sport-based courses in physical education teacher education. The identified challenges and recommendations are valuable for physical education teacher education educators to effectively prepare and execute flipped learning-based courses.

Sign in / Sign up

Export Citation Format

Share Document