An Investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership
File version
Accepted Manuscript (AM)
Author(s)
Waring, Michael
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
File type(s)
Location
License
Abstract
This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.
Journal Title
Sport, Education and Society
Conference Title
Book Title
Edition
Volume
28
Issue
1
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
This is an Author's Accepted Manuscript of an article published in Sport, Education and Society, Volume 23, 2018 - Issue 1, Pages 95-107, 04 Jan 2016, copyright Taylor & Francis, available online at: https://doi.org/10.1080/13573322.2015.1127802
Item Access Status
Note
Access the data
Related item(s)
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education
Persistent link to this record
Citation
Herald, F; Michael, W, An Investigation of pre-service teachers’ learning in physical education teacher education: Schools and university in partnership, Sport, Education and Society, 2018, 28 (1), pp. 95-107