TITLE

Using Pedagogical Reflective Strategies to Enhance Reflection Among Preservice Physical Education Teachers

AUTHOR(S)
Tsangaridou, Niki; O'Sullivan, Mary
PUB. DATE
October 1994
SOURCE
Journal of Teaching in Physical Education;Oct1994, Vol. 14 Issue 1, p13
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert, 1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education majors were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course's regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers.
ACCESSION #
20751976

 

Related Articles

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics