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Preservice generalist teachers enlightened approach to teaching Physical Education through Teacher Biography
School of Education, University of New England, Armidale NSW, Australia.
School of Education, University of New England, Armidale NSW, Australia.
School of Education, University of New England, Armidale NSW, Australia.ORCID-id: 0000-0003-3572-4976
2016 (engelsk)Inngår i: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 41, nr 3, s. 21-38Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers' (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N=214) enrolled in off and on campus mode, of a preservice teacher education program in a university located in regional NSW, were asked to provide information about, and to analyse, an incident, either positive or negative that occurred in PE or Sport during their primary or secondary school years. In addition, students were encouraged to reframe the incident and to seek out alternative actions that could have influenced the outcome. The aim was to encourage reflection about how preconceived notions pertaining to PE might be dealt within their present position as a preservice teacher. The PPSTs scripts were analysed using the Leximancer text mining software (Smith, 2000). Findings from the analysis provided themes and concepts, which suggest a similarity for both, off and on campus, males and females. However, there are some subtle differences between the cohorts that may be due to age or experience.

sted, utgiver, år, opplag, sider
Edith Cowan University , 2016. Vol. 41, nr 3, s. 21-38
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URN: urn:nbn:se:oru:diva-71344DOI: 10.14221/ajte.2016v41n3.2ISI: 000386113300002Scopus ID: 2-s2.0-84962811923OAI: oai:DiVA.org:oru-71344DiVA, id: diva2:1277630
Tilgjengelig fra: 2019-01-10 Laget: 2019-01-10 Sist oppdatert: 2019-01-17bibliografisk kontrollert

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