Antonio Calderón
Datos Biográficos
| ID | 4617175 |
|---|---|
| NOMBRE | Antonio Calderón |
| NOMBRES | Antonio |
| APELLIDO | Calderón |
| FIRMA | CALDERÓN A |
| AFILIACIONES | University of Limerick |
| ORCID | 0000-0003-1389-9898 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 32 |
| TOTAL DE CITAS | 25 |
| TOTAL COMO AUTOR | 32 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
The ‘signature’ and the ‘pedagogy’ within signature pedagogies
Background: Physical education is a space with great potential for young people to challenge social inequities and dominant discourses. This potential, however, requires teachers to be adequately prepared to teach about and through social justice. Research identifies two primary issues in the context of learning to teach ‘about’ social justice: pre-service teachers’ (PSTs) socialisation process and lack of action-oriented approaches. Concerning l…
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Teachers’ professional development needs
This paper aims to contribute to TALIS corpus of critical research literature by exploring teachers’ voice through structural equation modelling, to challenge teachers’ professional development needs based on TALIS 2018. 153,674 teachers from 48 countries were included in the analysis. Shaped by TALIS technical framework and instrumental conception of teaching and the role of teachers, teachers’ professional development needs were grouped into th…
Making sense of the alignment of social justice beliefs, theory, and pedagogy
Background Amid the growing theoretical discourse on social justice in education, there are increasing calls for research on how educators integrate social justice pedagogies into their teaching. Systematic reviews emphasise the need for examining how teacher educators’ beliefs and positions shape their pedagogical practices, advocating for collaborative, reflective approaches to bridge theory and practice.Purpose Drawing connections between the …
Teaching and learning about teaching physical education
Background In physical education teacher education (PETE), rich descriptions of pedagogical processes for translating theory into practice, or of pedagogical approaches informed by sound theory, are limited. These descriptions are even more uncommon when both processes and approaches are informed by an integration of conflicting theories.Purpose In this paper, we describe one way of translating an integrative theoretical framework (the double-pyr…
Deconstructing the standards for ‘high quality’ initial teacher education in Ireland
This paper critically examines the Céim: Standards for Initial Teacher Education in Ireland using Bacchi’s (2009) ‘What’s the Problem Represented to Be?’ framework. It explores how the problem of teacher education quality is constructed, the assumptions underpinning this representation, and the silences, tensions, and contradictions within the policy. The analysis reveals that Céim frames the problem narrowly around accreditation and standardisat…
Navigating times of change through communities of practice
Teacher education is influenced by the pervasive influence of neoliberalism. In this paper, we focused on a group of teacher educators, to examine if their participation in a community of practice influenced their realities and professional learning. Through a two-year period thirty-five online meetings were organised. The community of practice provided a collegial and supportive space, fostering professional learning through critical reflection,…
Influencia de la Gamificación en el Tipo de Motivación del Alumnado de Educación Física
Programas de formación emocional inicial y permanente para docentes de Educación Infantil y Primaria
Actualmente, se percibe un incremento de publicaciones sobre programas de formación socioemocional, justificado en que implican una mejora en el bienestar docente y la creación de entornos de aprendizaje de mayor calidad. Los objetivos de este estudio fueron, por un lado, estudiar las características y eficacia de los programas de entrenamiento socioemocional implementados para la formación inicial y permanente del profesorado de Infantil y Prima…
Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education
Acknowledging the lack of literature on ‘how’ to teach about, through, and for social justice in physical education teacher education (PETE), the authors studied their own practice as teacher educators ‘doing’ social justice work. This article describes seven working principles of practice for enacting social justice pedagogies in PETE for those who want to incorporate social justice in their own programs
The lived experience of a primary physical education teacher educator engaging in action research
This paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action rese…
Learning online and teaching face to face
This research delved into the experiences of a group of preservice teachers (PSTs) who were taught online and participated in teaching in person as part of their school placement. The study analysed the planning and reflection documents of 101 PSTs, as well as evaluations from their instructors, using a thematic and document analysis. The findings showed that PSTs exhibited strong planning abilities, and a solid understanding of teaching skills. …
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies
It is well documented that the integration of inquiry-based learning (IBL) and problem-based learning (PBL) methodologies in initial teacher education (ITE) provides opportunities to enhance preservice teachers' research skills. However, few studies articulate the processes by which teacher educators implement and sustain these approaches in cross-institutional collaboration. This paper explores the journey of two teacher educators and their pres…
Physical education teachers’ reality and experience from teaching during a pandemic
https://openpolicyfinder.jisc.ac.uk/id/publication/6107
Online teaching and learning in physical education teacher education
Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design …
A figurational analysis of teachers and students as policy actors in policy enactment
Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘inte…
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
An integrated blended learning approach for physical education teacher education programmes
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher educat…
Seizing the opportunity to redesign physical education teacher education
The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and…
Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement
Background: Despite the consensus regarding the value of school placement experiences for primary pre-service teachers (PSTs) in teacher education programmes, challenges remain in PSTs’ ability to transfer the knowledge gained on assessment for learning (AfL) in their initial teacher education (ITE) programmes to the reality of the primary classroom. Furthermore, although there has been a significant growth of interest in assessment literacy and …
Enacting a new curriculum models-based framework supported by digital technology within a learning community
Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key for successful implementation. Nevertheless, ena…
Conceptualising examinable physical education in the Irish context
A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978 Elias, N. (1978).…
A student-centred digital technology approach
There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach a…
Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las compete…
The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, …
Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias
In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for pr…
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
A student-centred digital technology approach
There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach a…
Online teaching and learning in physical education teacher education
Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design …
A figurational analysis of teachers and students as policy actors in policy enactment
Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘inte…
Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias
In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for pr…
Questionnaire on Perceived Competency-based Learning for primary school students (#Icompri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#Ic…
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, …
Physical education teachers’ reality and experience from teaching during a pandemic
https://openpolicyfinder.jisc.ac.uk/id/publication/6107
Seizing the opportunity to redesign physical education teacher education
The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and…
Conceptualising examinable physical education in the Irish context
A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978 Elias, N. (1978).…
Incidencia de la forma de organización sobre la participación, el feedback impartido, la calidad de las ejecuciones y la motivación en la enseñanza de habilidades atléticas. (Effect of the form of org…
The purpose of this paper is to analyze the influence of two modalities of organization (groups in row and groups in circuit) on variables of the education-learning process. An cuasi-experimental design was made intragroup with a group of fifteen athletes of an average age of 12.3 ± 0.9 years. Six sessions of education of three athletic disciplines were distributed (technical of race, high jump and disc launching). The independent variable study …
Aprendiendo a enseñar mediante el Modelo de Educación Deportiva (Sport Education Model). Experiencia inicial en Educación Primaria. (Learning to Teach Sport Education
Most of the studies conducted so far on the Sport Education model (SE), have been conducted in British and American countries with students of the secondary education (between 12 and 18 years). In these studies, the main objective has been focused on the analysis of the influence of SE in the teaching of sports skills. The purpose of this paper is to analyze the initial implementation experiences of a teacher and his students, in the elementary e…
A review of research on Sport Education
Background: In 2005, Wallhead and O'Sullivan presented a review of research on the Sport Education model. In that review, the authors identified certain strengths of the model (particularly persistent team membership) in facilitating student engagement within student-centered learning tasks. Other areas (such as student leadership skills) were considered as potentially problematic. Suggestions were also made for future research. Purpose: The thre…
Percepción de aprendizaje y satisfacción en una unidad didáctica integrada mediante el modelo de educación deportiva. (Perception of Learning and Satisfaction in an Integrated Unit with Sport Educatio…
In recent years, there have been many proposals for interdisciplinary works in the field of education. However, few of them are implemented to see the effects they produce. The purpose of this paper was to analyze the effect of the Sport Education model, on the perception of learning and satisfaction of teachers and students, after an integrated unit between physical education, mathematics and Spanish language. To do this, it was used one class o…
Una comprensión sobre el fenómeno del hecho religioso
En términos generales, el presente estudio se aproxima a la comprensión del fenómeno y hecho religioso comouna expresión social, histórica y cultural que determina el accionar social. De forma particular, intenta comprendercuáles son las características generales que definen esta práctica e inciden en la identidad colectiva e individual.También se analizan algunas características propias del hecho religioso y del pensamiento religioso: cómo y ded…
Design and validation of a questionnaire about the perceptions of dual career student-athletes (ESTPORT)
El objetivo de la presente investigacin fue disear y validar un instrumento de evaluacin para conocer la percepcin de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual. En la creacin inicial del instrumento se defini el constructo y se establecieron tres dimensiones: carrera acadmica, carrera deportiva y tutor deportivo. En la validez de contenido, tras un proceso de traduccin inversa, los expertos (n = 8) valoraron p…
Questionnaire on Perceived Competency-based Learning for primary school students (#Icompri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#Ic…
The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, …
Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias
In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for pr…
Conceptualising examinable physical education in the Irish context
A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978 Elias, N. (1978).…
A student-centred digital technology approach
There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach a…
Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las compete…
The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, …
Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement
Background: Despite the consensus regarding the value of school placement experiences for primary pre-service teachers (PSTs) in teacher education programmes, challenges remain in PSTs’ ability to transfer the knowledge gained on assessment for learning (AfL) in their initial teacher education (ITE) programmes to the reality of the primary classroom. Furthermore, although there has been a significant growth of interest in assessment literacy and …
Enacting a new curriculum models-based framework supported by digital technology within a learning community
Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key for successful implementation. Nevertheless, ena…
An integrated blended learning approach for physical education teacher education programmes
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher educat…
Seizing the opportunity to redesign physical education teacher education
The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and…
A figurational analysis of teachers and students as policy actors in policy enactment
Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integration’ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of ‘integrated learning experiences’, and how students respond to ‘inte…
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies
It is well documented that the integration of inquiry-based learning (IBL) and problem-based learning (PBL) methodologies in initial teacher education (ITE) provides opportunities to enhance preservice teachers' research skills. However, few studies articulate the processes by which teacher educators implement and sustain these approaches in cross-institutional collaboration. This paper explores the journey of two teacher educators and their pres…
Physical education teachers’ reality and experience from teaching during a pandemic
https://openpolicyfinder.jisc.ac.uk/id/publication/6107
Online teaching and learning in physical education teacher education
Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design …
Programas de formación emocional inicial y permanente para docentes de Educación Infantil y Primaria
Actualmente, se percibe un incremento de publicaciones sobre programas de formación socioemocional, justificado en que implican una mejora en el bienestar docente y la creación de entornos de aprendizaje de mayor calidad. Los objetivos de este estudio fueron, por un lado, estudiar las características y eficacia de los programas de entrenamiento socioemocional implementados para la formación inicial y permanente del profesorado de Infantil y Prima…
Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education
Acknowledging the lack of literature on ‘how’ to teach about, through, and for social justice in physical education teacher education (PETE), the authors studied their own practice as teacher educators ‘doing’ social justice work. This article describes seven working principles of practice for enacting social justice pedagogies in PETE for those who want to incorporate social justice in their own programs
The lived experience of a primary physical education teacher educator engaging in action research
This paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action rese…
Learning online and teaching face to face
This research delved into the experiences of a group of preservice teachers (PSTs) who were taught online and participated in teaching in person as part of their school placement. The study analysed the planning and reflection documents of 101 PSTs, as well as evaluations from their instructors, using a thematic and document analysis. The findings showed that PSTs exhibited strong planning abilities, and a solid understanding of teaching skills. …
Making sense of the alignment of social justice beliefs, theory, and pedagogy
Background Amid the growing theoretical discourse on social justice in education, there are increasing calls for research on how educators integrate social justice pedagogies into their teaching. Systematic reviews emphasise the need for examining how teacher educators’ beliefs and positions shape their pedagogical practices, advocating for collaborative, reflective approaches to bridge theory and practice.Purpose Drawing connections between the …
Psychology (25 obras) · Pedagogy (22 obras) · Mathematics education (18 obras) · Physical Education and Pedagogy (17 obras) · Sociology (16 obras) · Physical education (12 obras) · Teacher education (12 obras) · Motivation and Self-Concept in Sports (10 obras) · Inclusion and Disability in Education and Sport (9 obras) · Teacher Education and Leadership Studies (9 obras)