Exploring Preliminary Teachers’ Competence through Overseas Educational Service Program and Teaching Practice in Korean Middle School as Pre-Service Physical Education Teacher Education

2017 ◽  
Vol 56 (2) ◽  
pp. 243-257
Author(s):  
Minjeong Lyu
Keyword(s):  
Middle School ◽  
Teacher Education ◽  
Physical Education ◽  
Teaching Practice ◽  
Educational Service ◽  
Physical Education Teacher ◽  
Service Program ◽  
Education Teacher ◽  
Physical Education Teacher Education

School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

2012 ◽  
Vol 18 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Fiona Chambers ◽  
Kathleen Armour
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Education Student ◽  
Physical Education Teacher ◽  
University Partnerships ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

Pre-service teachers articulating their learning about meaningful physical education

2020 ◽  
Vol 26 (4) ◽  
pp. 885-902
Author(s):  
Tim Fletcher ◽  
Déirdre Ní Chróinín ◽  
Mary O’Sullivan ◽  
Stephanie Beni
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Research Framework ◽  
Physical Education Teacher Education ◽  
Shared Language ◽  
Meaningful Experiences

The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they would promote meaningful experiences in physical education, what the features of meaningful experiences tend to consist of, and how they would use particular strategies to promote meaningful experiences. This research demonstrates how a shared language that reflects a coherent approach in physical education teacher education can support pre-service teachers to access, interpret, and articulate their learning about teaching in ways that support meaningful experiences for pupils.

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