Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum
Research has shown that a critical teaching perspective is at risk if preservice teachers perceive a gap between university- and field-based courses. This study explores how preservice physical education (PE) teachers make meaning out of their participation in a subject didactics course and the prac...
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| Vydáno v: | Teaching and teacher education Ročník 136; s. 104363 |
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| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Elsevier Ltd
01.12.2023
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| Témata: | |
| ISSN: | 0742-051X, 1879-2480, 1879-2480 |
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| Abstract | Research has shown that a critical teaching perspective is at risk if preservice teachers perceive a gap between university- and field-based courses. This study explores how preservice physical education (PE) teachers make meaning out of their participation in a subject didactics course and the practicum. Interviews conducted across 1 year revealed that preservice teachers experienced PE teaching as practical skills and the advocacy of movement and health during the university-based course but not during the practicum. In both contexts, teaching as didactic and embodied knowledge was perceived as being meaningful. The study suggests that emotional learning occasions, role models, and clear purposes are supportive for a critical teaching perspective. |
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| AbstractList | Research has shown that a critical teaching perspective is at risk if preservice teachers perceive a gap between university- and field-based courses. This study explores how preservice physical education (PE) teachers make meaning out of their participation in a subject didactics course and the practicum. Interviews conducted across 1 year revealed that preservice teachers experienced PE teaching as practical skills and the advocacy of movement and health during the university-based course but not during the practicum. In both contexts, teaching as didactic and embodied knowledge was perceived as being meaningful. The study suggests that emotional learning occasions, role models, and clear purposes are supportive for a critical teaching perspective. |
| ArticleNumber | 104363 |
| Author | Westerlund, Runa |
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| Cites_doi | 10.1080/13573322.2012.719867 10.3102/0034654312468619 10.3102/00346543068002130 10.1080/1743727X.2010.484605 10.1080/17408989.2019.1652805 10.1207/S15327884MCA0804_02 10.1080/13573322.2011.540423 10.1080/13573322.2011.540425 10.1016/j.tate.2022.103806 10.1080/00336297.2002.10491776 10.1080/02619768.2020.1707579 10.1016/j.tate.2022.103922 10.1177/1356336X14535058 10.1177/1356336X08095672 10.1016/j.tate.2022.103960 10.1016/j.tate.2007.11.005 10.1191/1478088706qp063oa 10.1177/1356336X18785333 10.1177/1356336X20949575 10.1016/j.tate.2022.103730 10.1080/2159676X.2019.1628806 10.1123/apaq.2013-0105 10.1080/17408989.2018.1441392 10.1016/j.tate.2016.05.019 10.1080/13573322.2019.1620202 10.1080/17408989.2014.962017 10.1177/1077800410383121 10.1080/13573322.2012.670114 10.3102/0013189X027002004 10.1123/kr.2013-0006 10.1080/13573320802200636 10.1177/1356336X13508687 10.1080/13573322.2011.582245 10.1177/0022487109347670 10.1177/1356336X14555300 10.1136/bmj.b3702 10.1080/17408989.2020.1861233 10.1080/25742981.2021.1979416 10.1080/00336297.2013.773530 10.1123/jtpe.32.4.375 10.1080/02635143.2017.1318272 10.1016/j.tate.2022.103974 10.1177/1356336X16668545 10.1080/13573322.2019.1683535 10.1177/1356336X12440016 10.1080/17408989.2012.732564 10.1016/j.tate.2022.103975 |
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| Keywords | Experience Teacher learning Meaning-making Dewey Teacher education Physical education End-in-view |
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