Constructing Professional Knowledge: A Case Study of an Experienced High School Teacher
- University/Schools Partnerships in Teacher Education Programs. Carlson, Jane A. K.; Kimpton, Ann; Oswald, Lois; Puglisi, Linda // Physical & Health Education Journal;Summer2007, Vol. 73 Issue 2, p6
Teacher preparation programs vary widely from university to university. At one end of the continuum is the traditional model consisting of an on-campus methods course in isolation of field experience. At the other end is the popular professional development school (PDS) consisting of a...
- physical education and technology. McLaughlin, Charlie // Children's Technology & Engineering;Mar2012, Vol. 16 Issue 3, p2
An introduction to the journal is presented in which the author discusses articles published within the issue on topics including the exciting projects initiated by physical education teachers and the integration of subject matter and the activities designed by the teachers.
- Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning. Armour, Kathleen M.; Yelling, Martin // Journal of Teaching in Physical Education;Apr2007, Vol. 26 Issue 2, p177
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of...
- "There is no lack of people to go to for support": Policy, Community, and Individual Influences on One Pre-Service Teacher's Knowledge Development. Ingersoll, Casey; Lux Gaudreault, Karen; Jenkins, Jayne // Global Journal of Health & Physical Education Pedagogy;2014, Vol. 3 Issue 1, p30
The purpose of this study was to investigate how one pre-service teacher's knowledge developed across three semesters of early field experience (EFE). Shulman and Shulman's (2004) model of teacher knowledge based on fostering communities of learners (FCL) provided the theoretical framework for...
- Student Teaching and the Pedagogy of Necessity. Tinning, Richard I. // Journal of Teaching in Physical Education;Jan1988, Vol. 7 Issue 2, p82
Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that...
- Classroom teachers' responses and feedback efforts during a collaborative practicum for... Kurz-McPherson, Karen A.; Faucette, Nell // Journal of Instructional Psychology;Mar94, Vol. 21 Issue 1, p68
Examines classroom teachers' feedbacks to preservice physical education teachers during a collaborative practicum for the preservice educators. Practicum setting; Collaborative program design; Classroom teachers' participation in providing written feedbacks.
- Current and recommended preparation of physical education... Van Donselaar, Lee; Leslie, David K. // Physical Educator;Early Winter90, Vol. 47 Issue 4, p209
Examines the preparation of physical education teachers in the exercise physiology knowledge base. Subdiscipline that plays a fundamental role in the preparation of physical education teachers; Basic applications of exercise physiology; What the study revealed.
- A descriptive profile of teacher preparation practices in physical education teacher education. Strand, Bradford N. // Physical Educator;Spring92, Vol. 49 Issue 2, p104
Examines some of the common practices that colleges and universities are using in the preparation of physical education teacher education majors. Profile demographics; Coaching preparation; Skill/activity course requirements; Peer teaching; Pre-student teaching; Student teacher supervision.
- Finding more teaching opportunities for physical education teacher education. Poole, Jon R. // Physical Educator;Winter94, Vol. 51 Issue 1, p53
Describes the involvement of undergraduate sports pedagogy majors enrolled in a teaching practicum course and instructors teaching in the Basic Instructional Program (BIP). Peer teaching support; Development of teaching cases; Classroom or action research; Qualitative data collection.