Self-Study of an Elementary Generalist Physical Education Teacher Educator: School-Integrated Teacher Education and Structural Coupling
Saved in:
| Title: | Self-Study of an Elementary Generalist Physical Education Teacher Educator: School-Integrated Teacher Education and Structural Coupling |
|---|---|
| Language: | English |
| Authors: | Hopper, Tim |
| Source: | Asia-Pacific Journal of Health, Sport and Physical Education. 2015 6(3):259-272. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Physical Education, Physical Education Teachers, Teacher Education, Self Evaluation (Individuals), Teacher Role, Games, Likert Scales, Teacher Educators |
| DOI: | 10.1080/18377122.2015.1092723 |
| ISSN: | 1837-7122 |
| Abstract: | This paper will focus on my last 8 years of teaching generalist pre-service teachers (GPTs) to teach elementary physical education (PE) within a school-integrated teacher education (SITE) course design. Self-study as a method of inquiry will be used to chart structural shifts in the course and my assumptions about teaching GPTs how to teach PE based on the (1) changes made to course structure, (2) aspects of the environment that afforded these opportunities to change, and (3) events that emerged that indicated the changes should become permanent aspects of the course. It is proposed that situating aspects of the course in a local school triggered these changes. Scholarly articles written on the SITE course, GPT comments and critical anecdotes on core experiences in the course are used to describe and reflect upon the evolution of the teacher education course to its present iteration, embracing complexity thinking as an organising construct. The paper concludes by describing how my learning to decentre my role as teacher, moving away from the rationalist insistence on pre-determined learning outcomes and focusing instead on creating an effect on learners. In essence, learning to create the conditions in my course for learning to emerge in different ways for GPTs within a collective consciousness of becoming a teacher. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2015 |
| Accession Number: | EJ1085052 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1085052 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Self-Study of an Elementary Generalist Physical Education Teacher Educator: School-Integrated Teacher Education and Structural Coupling – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hopper%2C+Tim%22">Hopper, Tim</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Health%2C+Sport+and+Physical+Education%22"><i>Asia-Pacific Journal of Health, Sport and Physical Education</i></searchLink>. 2015 6(3):259-272. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2015 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/18377122.2015.1092723 – Name: ISSN Label: ISSN Group: ISSN Data: 1837-7122 – Name: Abstract Label: Abstract Group: Ab Data: This paper will focus on my last 8 years of teaching generalist pre-service teachers (GPTs) to teach elementary physical education (PE) within a school-integrated teacher education (SITE) course design. Self-study as a method of inquiry will be used to chart structural shifts in the course and my assumptions about teaching GPTs how to teach PE based on the (1) changes made to course structure, (2) aspects of the environment that afforded these opportunities to change, and (3) events that emerged that indicated the changes should become permanent aspects of the course. It is proposed that situating aspects of the course in a local school triggered these changes. Scholarly articles written on the SITE course, GPT comments and critical anecdotes on core experiences in the course are used to describe and reflect upon the evolution of the teacher education course to its present iteration, embracing complexity thinking as an organising construct. The paper concludes by describing how my learning to decentre my role as teacher, moving away from the rationalist insistence on pre-determined learning outcomes and focusing instead on creating an effect on learners. In essence, learning to create the conditions in my course for learning to emerge in different ways for GPTs within a collective consciousness of becoming a teacher. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 29 – Name: DateEntry Label: Entry Date Group: Date Data: 2015 – Name: AN Label: Accession Number Group: ID Data: EJ1085052 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1085052 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/18377122.2015.1092723 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 259 Subjects: – SubjectFull: Physical Education Type: general – SubjectFull: Physical Education Teachers Type: general – SubjectFull: Teacher Education Type: general – SubjectFull: Self Evaluation (Individuals) Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Games Type: general – SubjectFull: Likert Scales Type: general – SubjectFull: Teacher Educators Type: general Titles: – TitleFull: Self-Study of an Elementary Generalist Physical Education Teacher Educator: School-Integrated Teacher Education and Structural Coupling Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hopper, Tim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 1837-7122 Numbering: – Type: volume Value: 6 – Type: issue Value: 3 Titles: – TitleFull: Asia-Pacific Journal of Health, Sport and Physical Education Type: main |
| ResultId | 1 |
