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The challenges of models-based practice in physical education teacher education: a collaborative self-study

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journal contribution
posted on 19.11.2015 by Tim Fletcher, Ashley Casey
There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

History

School

  • Sport, Exercise and Health Sciences

Published in

JOURNAL OF TEACHING IN PHYSICAL EDUCATION

Volume

33

Issue

3

Pages

403 - 421 (19)

Citation

FLETCHER, T. and CASEY, A., 2014. The challenges of models-based practice in physical education teacher education: a collaborative self-study. Journal of Teaching in Physical Education, 33 (3), pp. 403 - 421.

Publisher

© Human Kinetics

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2014

Notes

This is the as accepted for publication version of an article that was later published in the Journal of Teaching in Physical Education [© Human Kinetics]. The definitive version is available at: http://dx.doi.org/10.1123/jtpe.2013-0109

ISSN

0273-5024

Language

en

Exports