Dylan Scanlon
Datos Biográficos
| ID | 4638536 |
|---|---|
| NOMBRE | Dylan Scanlon |
| NOMBRES | Dylan |
| APELLIDO | Scanlon |
| FIRMA | SCANLON D |
| AFILIACIONES | Deakin University |
| ORCID | 0000-0002-8774-0532 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1969 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
An outdoor educator’s self-study of enacting a pedagogical model for outdoor adventure education to facilitate affective learning experiences
Background: Outdoor Adventure Education (OAE) has a long history of being associated with the facilitation of affective learning experiences.This research explores this relationship between OAE and the facilitation of affective learning experiences by enacting a pedagogical model.This inquiry was prompted by the publication of two papers in
‘Socially afraid of talking about social justice’
Background: Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidentl…
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…
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Background Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and So…
Interpreting, translating, and embedding school curriculum in physical education teacher education
Olson, J. K. [1977. “Teacher Education and Curriculum Change: Reexamining the Relationship.” Curriculum Inquiry 7 (1): 61–66]. https://doi.org/10.1080/03626784.1977.11076205. argued how in the wave of curriculum development, the role of teachers, and therefore initial teacher education (ITE), had been neglected and as such, they provided a vision for a revised form of ITE. We contend that almost 50 years on, the ITE community is yet to fulfil thi…
Crossing borders for transformative professional learning about health and physical education policy through the Policy Process Case Method
The Policy Process Case Method (PPCM) is a recent innovation for (health and physical) education professionals to transform their complex policy experiences into practical insights. This method engages professionals across roles and geographical borders in sustained reflexive dialogue to collaboratively interrogate their policy experiences through policy theories. In this ∼1.5-year PPCM investigation, our group (i.e. two curriculum officers, one …
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Policy engagement is key to promoting ‘quality’ physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisa…
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 …
Preparing pre-service physical education teachers as practitioner researchers
Background There is continual support for teacher educators to play a more significant role in equipping teachers with the skills necessary to undertake practitioner research (Ellis, N., and T. Loughland. 2016. “The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW.” The Australian Journal of Teacher Education 41 (2): 122–136). However, there is noticeably less literature reporting the means through which pre-service t…
The role of theory in physical education research
The role of theory in physical education research: an exploratory case study of figurational sociology in physical education research
Weak’ physical education teacher education practice
While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to supp…
Developing a socially-just teaching personal and social responsibility (TPSR) approach
Background Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. “Moving Forward with Social Justice Education in Physical Education Teacher Education”. Physical Education and Sport Pedagogy 23 (5): 461–468] and school physical education [Philpot, R., G. Gerdin, W. Smith, S. Linnér, K. Schenker, K. Westlie, K. M. Moen, and L. Larsson. 2021.…
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
Reconceptualising school placement assessment in initial teacher education
In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, ‘third spa…
Collaborative self-study in higher education
This paper explores how a collaborative self-study of teacher educators in the Republic of Ireland supported pre-service and practising teachers on teacher education programmes during the COVID-19 pandemic. Teacher educators engaged in student feedback meetings conducted online as a replacement to traditional in-school visits, some of which were supported by observation of lesson recordings viewed prior to the sessions. Teacher educators engaged …
Understanding (and extending) the conceptual boundaries of policy research in physical education
Given limited investigation into the state and status of physical education policy research internationally, we suggest there is a need for a more comprehensive empirical review of physical education policy research internationally to inform a future research agenda. The purpose of this scoping review is to map the international peer-reviewed empirical literature detailing policy research in school-based physical education between 2010 and 2020 t…
Exploration and creation of meaningful teacher educator practises in physical education teacher education
Exploration and creation of meaningful teacher educator practises in physical education teacher education
“One Good Idea”
This article is co-written by teacher educators and pre-service teachers, and shares practical examples of how to design and enact a ‘One Good Idea’ project titled: ‘How We Can All Be Allies’. This project allowed pre-service teachers the space to engage with and explore social justice issues, enhance advocacy skills, and to ‘think outside the box’ in supporting marginalized school students
Teaching Social Justice Through TPSR
In this paper we offer practical suggestions for integrating social justice content into physical-activity based physical education, namely, through a socially-just TPSR approach. We first address the challenges of using pedagogies for social justice in physical education. This is followed by a brief overview of TPSR (the what) and a re-imagined TPSR approach from a social justice lens. Next, practical examples for developing a socially-just TPSR…
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 …
Implementation evaluation of an Irish secondary-level whole school programme
Whole-of-school programmes (WSPs) are recommended to promote physical activity for adolescents. The Active School Flag (ASF) programme for secondary-level schools is one such WSP. Due to the difficulties of incorporating WSPs into the complex school system, there is a risk of poor implementation. The monitoring of unanticipated influences can help to understand key implementation processes prior to scale-up. The aims of this study were to identif…
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…
Examination physical education
Internationally, there has been an increased interest in the development and enactment of examination physical education. Over the past two decades, research on examination physical education has e
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
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…
The role of theory in physical education research
The role of theory in physical education research: an exploratory case study of figurational sociology in physical education research
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).…
The World Year Book of Education 1968
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).…
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…
Teacher agency and learner agency in teaching and learning a new school subject, Leaving Certificate Computer Science, in Ireland
Implementation evaluation of an Irish secondary-level whole school programme
Whole-of-school programmes (WSPs) are recommended to promote physical activity for adolescents. The Active School Flag (ASF) programme for secondary-level schools is one such WSP. Due to the difficulties of incorporating WSPs into the complex school system, there is a risk of poor implementation. The monitoring of unanticipated influences can help to understand key implementation processes prior to scale-up. The aims of this study were to identif…
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
“One Good Idea”
This article is co-written by teacher educators and pre-service teachers, and shares practical examples of how to design and enact a ‘One Good Idea’ project titled: ‘How We Can All Be Allies’. This project allowed pre-service teachers the space to engage with and explore social justice issues, enhance advocacy skills, and to ‘think outside the box’ in supporting marginalized school students
Teaching Social Justice Through TPSR
In this paper we offer practical suggestions for integrating social justice content into physical-activity based physical education, namely, through a socially-just TPSR approach. We first address the challenges of using pedagogies for social justice in physical education. This is followed by a brief overview of TPSR (the what) and a re-imagined TPSR approach from a social justice lens. Next, practical examples for developing a socially-just TPSR…
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 …
Developing a socially-just teaching personal and social responsibility (TPSR) approach
Background Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. “Moving Forward with Social Justice Education in Physical Education Teacher Education”. Physical Education and Sport Pedagogy 23 (5): 461–468] and school physical education [Philpot, R., G. Gerdin, W. Smith, S. Linnér, K. Schenker, K. Westlie, K. M. Moen, and L. Larsson. 2021.…
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
Reconceptualising school placement assessment in initial teacher education
In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, ‘third spa…
Collaborative self-study in higher education
This paper explores how a collaborative self-study of teacher educators in the Republic of Ireland supported pre-service and practising teachers on teacher education programmes during the COVID-19 pandemic. Teacher educators engaged in student feedback meetings conducted online as a replacement to traditional in-school visits, some of which were supported by observation of lesson recordings viewed prior to the sessions. Teacher educators engaged …
Understanding (and extending) the conceptual boundaries of policy research in physical education
Given limited investigation into the state and status of physical education policy research internationally, we suggest there is a need for a more comprehensive empirical review of physical education policy research internationally to inform a future research agenda. The purpose of this scoping review is to map the international peer-reviewed empirical literature detailing policy research in school-based physical education between 2010 and 2020 t…
Exploration and creation of meaningful teacher educator practises in physical education teacher education
Exploration and creation of meaningful teacher educator practises in physical education teacher education
Examination physical education
Internationally, there has been an increased interest in the development and enactment of examination physical education. Over the past two decades, research on examination physical education has e
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 …
Preparing pre-service physical education teachers as practitioner researchers
Background There is continual support for teacher educators to play a more significant role in equipping teachers with the skills necessary to undertake practitioner research (Ellis, N., and T. Loughland. 2016. “The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW.” The Australian Journal of Teacher Education 41 (2): 122–136). However, there is noticeably less literature reporting the means through which pre-service t…
The role of theory in physical education research
The role of theory in physical education research: an exploratory case study of figurational sociology in physical education research
Weak’ physical education teacher education practice
While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to supp…
An outdoor educator’s self-study of enacting a pedagogical model for outdoor adventure education to facilitate affective learning experiences
Background: Outdoor Adventure Education (OAE) has a long history of being associated with the facilitation of affective learning experiences.This research explores this relationship between OAE and the facilitation of affective learning experiences by enacting a pedagogical model.This inquiry was prompted by the publication of two papers in
‘Socially afraid of talking about social justice’
Background: Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidentl…
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…
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Background Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and So…
Pedagogy (25 obras) · Psychology (21 obras) · Sociology (21 obras) · Physical Education and Pedagogy (20 obras) · Physical education (19 obras) · Inclusion and Disability in Education and Sport (16 obras) · Teacher education (15 obras) · Mathematics education (12 obras) · Political science (12 obras) · Social science (9 obras)