实习
教育学
教师教育
背景(考古学)
体育
心理学
数学教育
古生物学
生物
作者
Brendan Moy,Tony Rossi
标识
DOI:10.1080/17408989.2024.2304845
摘要
Background Various student-centred teaching approaches have been promoted within physical education teacher education (PETE) courses for many years. However, building preservice teachers' (PTs') pedagogical skills for the effective implementation of these approaches beyond university and into their school practicum has been challenging for PE teacher educators. A recent study by Moy, Rossi, and Russell ([2023]. "Supporting PETE students to Implement an Alternative Pedagogy." Physical Education and Sport Pedagogy 28 (2): 165–182.) investigated a practical university teaching experience widely suggested by researchers to overcome this challenge. The experience involved PTs working in small groups in collaboration with a pedagogical expert to explore the implementation of the student-centred constraints led approach (CLA) in an authentic but simplified physical education context. The authors found that the teaching experience was effective in supporting PT's learning and implementation of the key principles of the alternative pedagogy. Whilst these results are encouraging, it was deemed critical to investigate the effectiveness of the university teaching experience in a transition to a more authentic teaching environment, namely the school practicum.
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