Pre-service teachers articulating their learning about meaningful physical education

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 a...

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Bibliographic Details
Published in:European physical education review 2020-11, Vol.26 (4), p.885-902
Main Authors: Fletcher, Tim, Chróinín, Déirdre Ní, O’Sullivan, Mary, Beni, Stephanie
Format: Article
Language:English
Subjects:
Educational Experience
Foreign Countries
Guidelines
Instructional Innovation
Language Usage
Preservice Teacher Education
Preservice Teachers
Student Attitudes
Teaching Methods
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Summary: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.
ISSN:1356-336X
1741-2749
DOI:10.1177/1356336X19899693