Tim Fletcher
Datos Biográficos
| ID | 3859933 |
|---|---|
| NOMBRE | Tim Fletcher |
| NOMBRES | Tim |
| APELLIDO | Fletcher |
| FIRMA | FLETCHER T |
| AFILIACIONES | Brock University |
| ORCID | 0000-0002-7352-4775 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAS | 43 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Teachers’ enactment of contextualized instruction in primary physical education
Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting t…
Professional learning through the lens of boundary crossing in an international physical education and sport pedagogy project
The aim of this research is to analyse the professional learning experiences of eight physical education and sport pedagogy (PESP) academics involved in an international project focused on supporting how coaches could prioritise meaningful experiences for children aged 6–12 years in youth sport contexts. Project participants partnered with coaches from youth sport clubs to create an accessible resource that volunteer coaches could use. Our focus …
Significativo na Educação Física
There has been a recent increase in attention to meaningful experiences in physical education (PE) in English-speaking countries. This has led to calls for greater attention to be paid to the role of meaningful experiences in other contexts, given the different interpretations of the term ‘meaningful’ alongside other contextual priorities in PE. Thus, we examined meaningful experiences in PE in the Portuguese-speaking countries of Brazil (BR), Mo…
Prioritising meaningful physical education experiences
Background Contemporary forms of professional development (CPD) in physical education are collaborative and based in learning communities, situated in teachers’ specific contexts, and based on teachers’ and students’ needs (Parker and Patton 2016. “What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers.” In The Routledge Handbook of Physical Education Pedagogies, edited by Catherine D. Ennis, 44…
Teachers’ sensemaking in implementation of Meaningful Physical Education
Background While PE has arguably changed little since the 1960s, there is a rich history of the development of innovations in PE pedagogy. A key challenge lies in the sustained and broad use of these innovations. Researchers have sought to understand how teachers implement these innovations in their classrooms and the factors that lead to their sustained use. The concept of sensemaking offers an avenue for considering the processes by which teach…
Enacting democratisation of health and physical education teacher education
Enacting democratisation of health and physical education teacher education: examining two teacher educators’ experiences
Tensions in enacting democratic approaches in physical education teacher education
Despite the long history of the idea of democratic education, the articulation of how teacher educators enact democratic practices remains elusive. The purpose of this research was to examine how we understand and enact democratic principles in our physical education teacher education (PETE) practices. Self-Study of Teacher Education Practices (S-STEP) methodology was used in this 18-month project. Four physical education teacher educators from d…
Two teachers’ positioning toward Meaningful PE
Background: Although physical education teachers can choose from a wide variety of pedagogical innovations to inform their practice, many typically do not engage in sustained adoption. Some suggest this may be because many innovations are mandated and do not align with teachers’ identities and their personal beliefs about teaching and learning. In this way, teachers actively position themselves in relation to innovations they encounter. The purpo…
Towards precarity? The occupational situation of physical education teachers in Poland
Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collec…
The process(es) of learning about teaching using models-based practice
This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teachin…
‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education
While student voice pedagogies have been cited as a powerful educational tool in engaging children in the learning process, the perspectives of primary-aged children on using these pedagogies as part of everyday practice need to be considered. Within this research, student voice pedagogies were implemented as part of one teacher’s regular primary physical education (PE) practice and children’s perspectives of these pedagogies were explored. Quali…
Using the metaphor of orchestration to make sense of facilitating teacher educator professional development
The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: ‘How does the metaphor of orchestration offer an understanding and elaboration of the complex and dynamic processes of facilitating…
Teaching about planning in pre-service physical education teacher education
Learning how to develop lesson and unit plans is recognised as a priority for teacher education programmes; however, recent empirical research on planning is scarce, particularly in physical education. The purpose of this research was to analyse how and why we teach physical education pre-service teachers (PSTs) to plan in the ways we do. A secondary purpose was to consider alternative approaches to teaching about planning based on this analysis.…
Learning to facilitate student voice in primary physical education
Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included p…
Pedagogical principles that support the prioritisation of meaningful experiences in physical education
Background An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education.Purpos…
Emotions and pedagogical change in physical education teacher education
Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to the role of emotions in teacher education practice. Using a sociocultural perspective on emotion, the …
It's not a linear thing; there are a lot of intersecting circles
The purpose of this research was to examine factors that influenced how 12 elementary teachers implemented the Meaningful Physical Education innovation in their classrooms. Qualitative data were collected over 15 months. Analysis was guided conceptually by factors that influence innovation implementation. Results showed that implementation was most strongly influenced by teachers' prior experiences and beliefs, teachers' perceptions of students’ …
A collaborative approach to teaching about teaching using models-based practice
Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE…
It’s how PE should be!’
Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their…
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and…
A major review of stakeholder perspectives on the purposes of primary physical education
While there may be some broad agreement about the purposes of primary physical education, there is dramatic variance in how these purposes are prioritised and enacted. Primary physical education consequently focusses on multiple, often competing, priorities. To gain a better understanding of this issue we review how different stakeholders view the purposes of primary physical education. We analysed 95 qualitative studies published between 2000 an…
Pre-service teachers articulating their learning about meaningful physical education
The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they …
A focus on the how of meaningful physical education in primary schools
In line with recent calls for clearer connections to be made between the why, what and how of physical education, there has been a renewed emphasis on the value of promoting meaningful experiences for young people. While attention had been paid to the why and what of meaningful physical education, less has been directed toward the how. Therefore, the purpose of this study was to examine ways that the features of meaningful experiences (the what) …
Learning to work together
Faculty supervision has been identified as a critical component of doctoral student socialization in both the higher education and physical education literature. Nevertheless, few faculty members receive explicit training for supervisory roles, and few published scholarly articles discuss the process through which faculty members develop supervisory practices. Drawing from occupational socialization theory, and adopting self-study of teacher educ…
Using features of meaningful experiences to guide primary physical education practice
Providing meaningful experiences in physical education has long been identified as a key objective for teachers to strive toward. Supported by a critical friend, a beginning teacher used self-study methodology to analyse ways she drew from the features of meaningful experiences to guide her planning and instruction in primary physical education. Data from a striking/fielding games (e.g. softball, cricket) unit were collected and analysed. Results…
A focus on the how of meaningful physical education in primary schools
In line with recent calls for clearer connections to be made between the why, what and how of physical education, there has been a renewed emphasis on the value of promoting meaningful experiences for young people. While attention had been paid to the why and what of meaningful physical education, less has been directed toward the how. Therefore, the purpose of this study was to examine ways that the features of meaningful experiences (the what) …
It’s how PE should be!’
Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their…
Using features of meaningful experiences to guide primary physical education practice
Providing meaningful experiences in physical education has long been identified as a key objective for teachers to strive toward. Supported by a critical friend, a beginning teacher used self-study methodology to analyse ways she drew from the features of meaningful experiences to guide her planning and instruction in primary physical education. Data from a striking/fielding games (e.g. softball, cricket) unit were collected and analysed. Results…
Emotions and pedagogical change in physical education teacher education
Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to the role of emotions in teacher education practice. Using a sociocultural perspective on emotion, the …
It's not a linear thing; there are a lot of intersecting circles
The purpose of this research was to examine factors that influenced how 12 elementary teachers implemented the Meaningful Physical Education innovation in their classrooms. Qualitative data were collected over 15 months. Analysis was guided conceptually by factors that influence innovation implementation. Results showed that implementation was most strongly influenced by teachers' prior experiences and beliefs, teachers' perceptions of students’ …
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and…
Experiences and identities
Shaping a professional identity is an important process in learning to teach. Case studies of Natasha and Julia, two pre-service elementary classroom teachers, were analysed to explore how they developed identities for teaching physical education during a pre-service teacher education programme. By critically analysing their physical education experiences and engaging in inclusive pedagogies, both challenged their prior assumptions of what teachi…
Pre-service teachers articulating their learning about meaningful physical education
The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they …
Paying the piper
In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one mu…
Learning to facilitate student voice in primary physical education
Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included p…
Learning to work together
Faculty supervision has been identified as a critical component of doctoral student socialization in both the higher education and physical education literature. Nevertheless, few faculty members receive explicit training for supervisory roles, and few published scholarly articles discuss the process through which faculty members develop supervisory practices. Drawing from occupational socialization theory, and adopting self-study of teacher educ…
Experiences and identities
Shaping a professional identity is an important process in learning to teach. Case studies of Natasha and Julia, two pre-service elementary classroom teachers, were analysed to explore how they developed identities for teaching physical education during a pre-service teacher education programme. By critically analysing their physical education experiences and engaging in inclusive pedagogies, both challenged their prior assumptions of what teachi…
Using self-study to explore the processes of pedagogical innovation in physical education teacher education
This collaborative self-study examined the experiences of two teacher educators who developed and implemented a pedagogical approach that prioritised learning how to facilitate meaningful physical education (PE) experiences in their physical education teacher education programs. Data sources included 33 individual planning and reflection documents, 33 critical friend responses and transcriptions of over 7 hours of skype conversations, which were …
Self-study in physical education
In a recent article in this journal, Brown (2011) advocated strongly for the use of self-study as an important aspect of continuing professional learning for those working in the field of health, s
Paying the piper
In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one mu…
Meaningful Experiences in Physical Education and Youth Sport
The purpose of this research is to review the literature about young people’s meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people’s meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes prov…
Learning to work together
Faculty supervision has been identified as a critical component of doctoral student socialization in both the higher education and physical education literature. Nevertheless, few faculty members receive explicit training for supervisory roles, and few published scholarly articles discuss the process through which faculty members develop supervisory practices. Drawing from occupational socialization theory, and adopting self-study of teacher educ…
Using features of meaningful experiences to guide primary physical education practice
Providing meaningful experiences in physical education has long been identified as a key objective for teachers to strive toward. Supported by a critical friend, a beginning teacher used self-study methodology to analyse ways she drew from the features of meaningful experiences to guide her planning and instruction in primary physical education. Data from a striking/fielding games (e.g. softball, cricket) unit were collected and analysed. Results…
A focus on the how of meaningful physical education in primary schools
In line with recent calls for clearer connections to be made between the why, what and how of physical education, there has been a renewed emphasis on the value of promoting meaningful experiences for young people. While attention had been paid to the why and what of meaningful physical education, less has been directed toward the how. Therefore, the purpose of this study was to examine ways that the features of meaningful experiences (the what) …
A major review of stakeholder perspectives on the purposes of primary physical education
While there may be some broad agreement about the purposes of primary physical education, there is dramatic variance in how these purposes are prioritised and enacted. Primary physical education consequently focusses on multiple, often competing, priorities. To gain a better understanding of this issue we review how different stakeholders view the purposes of primary physical education. We analysed 95 qualitative studies published between 2000 an…
Pre-service teachers articulating their learning about meaningful physical education
The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful physical education. Qualitative data gathered from 90 pre-service teachers over four years in Canada and Ireland were analysed. Framed by a didactical research framework, pre-service teachers used elements of the shared language to articulate why they …
A collaborative approach to teaching about teaching using models-based practice
Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE…
It’s how PE should be!’
Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their…
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and…
Pedagogical principles that support the prioritisation of meaningful experiences in physical education
Background An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education.Purpos…
Emotions and pedagogical change in physical education teacher education
Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to the role of emotions in teacher education practice. Using a sociocultural perspective on emotion, the …
It's not a linear thing; there are a lot of intersecting circles
The purpose of this research was to examine factors that influenced how 12 elementary teachers implemented the Meaningful Physical Education innovation in their classrooms. Qualitative data were collected over 15 months. Analysis was guided conceptually by factors that influence innovation implementation. Results showed that implementation was most strongly influenced by teachers' prior experiences and beliefs, teachers' perceptions of students’ …
‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education
While student voice pedagogies have been cited as a powerful educational tool in engaging children in the learning process, the perspectives of primary-aged children on using these pedagogies as part of everyday practice need to be considered. Within this research, student voice pedagogies were implemented as part of one teacher’s regular primary physical education (PE) practice and children’s perspectives of these pedagogies were explored. Quali…
Using the metaphor of orchestration to make sense of facilitating teacher educator professional development
The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: ‘How does the metaphor of orchestration offer an understanding and elaboration of the complex and dynamic processes of facilitating…
Teaching about planning in pre-service physical education teacher education
Learning how to develop lesson and unit plans is recognised as a priority for teacher education programmes; however, recent empirical research on planning is scarce, particularly in physical education. The purpose of this research was to analyse how and why we teach physical education pre-service teachers (PSTs) to plan in the ways we do. A secondary purpose was to consider alternative approaches to teaching about planning based on this analysis.…
Learning to facilitate student voice in primary physical education
Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included p…
Two teachers’ positioning toward Meaningful PE
Background: Although physical education teachers can choose from a wide variety of pedagogical innovations to inform their practice, many typically do not engage in sustained adoption. Some suggest this may be because many innovations are mandated and do not align with teachers’ identities and their personal beliefs about teaching and learning. In this way, teachers actively position themselves in relation to innovations they encounter. The purpo…
Towards precarity? The occupational situation of physical education teachers in Poland
Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collec…
The process(es) of learning about teaching using models-based practice
This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teachin…
Prioritising meaningful physical education experiences
Background Contemporary forms of professional development (CPD) in physical education are collaborative and based in learning communities, situated in teachers’ specific contexts, and based on teachers’ and students’ needs (Parker and Patton 2016. “What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers.” In The Routledge Handbook of Physical Education Pedagogies, edited by Catherine D. Ennis, 44…
Teachers’ sensemaking in implementation of Meaningful Physical Education
Background While PE has arguably changed little since the 1960s, there is a rich history of the development of innovations in PE pedagogy. A key challenge lies in the sustained and broad use of these innovations. Researchers have sought to understand how teachers implement these innovations in their classrooms and the factors that lead to their sustained use. The concept of sensemaking offers an avenue for considering the processes by which teach…
Physical Education and Pedagogy (26 obras) · Psychology (25 obras) · Pedagogy (23 obras) · Physical education (22 obras) · Inclusion and Disability in Education and Sport (21 obras) · Mathematics education (18 obras) · Sociology (18 obras) · Motivation and Self-Concept in Sports (11 obras) · Teacher education (11 obras) · Professional development (9 obras)