Stephanie Beni

Datos Biográficos

ID6511041
NOMBREStephanie Beni
NOMBRESStephanie
APELLIDOBeni
FIRMABENI S
AFILIACIONESWilfrid Laurier University
ORCID0000-0001-8455-557X
VERIFICADOSí
TOTAL DE OBRAS16
TOTAL DE CITAS29
TOTAL COMO AUTOR16
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2017
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H4

  • The Emotional Dimension of Enacting Student Voice Practices in Primary Physical Education

    Grace Cardiff, Stephanie BeniARTICLEStudying Teacher Education2026

    While student voice has become increasingly prominent within educational research, little is understood about the challenges faced by teachers in enacting student voice practices (SVPs) in everyday teaching, particularly challenges within the affective domain. The aim of this research is to explore the emotional dimension of one teacher’s enactment of SVPs in primary physical education. We employ a Self-Study of Teaching and Teacher Education Pra…

  • Signature pedagogies of teacher education in physical education

    Open AccessMats Melvold Hordvik, Stephanie BeniARTICLEPhysical Education and Sport…2026

    Introduction and purpose There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional l…

  • Developing experiential signature pedagogies for integrating theory and practice in Pete

    Open AccessMats Melvold Hordvik, Ståle Jønsberg et al.ARTICLEPhysical Education and Sport…2026

  • Prioritising meaningful physical education experiences

    Open AccessTim Fletcher, Déirdre Ní Chróinín et al.ARTICLEPhysical Education and Sport…2025

    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

    Open AccessStephanie Beni, Déirdre Ní Chróinín et al.ARTICLEPhysical Education and Sport…2025

    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…

  • Exploring collective action in becoming a teacher in physical education

    Open AccessMats Melvold Hordvik, Stephanie Beni et al.ARTICLEEuropean Physical Education Review2025Referencias: 6

    Researchers have highlighted the urgent need for large-scale international collaborative research projects between teacher education and school physical education (PE) to develop practices and understandings that address the grand challenges facing the field ( MacPhail and Lawson, 2021 ). In response, this article outlines and illustrates the design and methodology of an international project built on collaboration among PE teacher educators, in-…

  • Two teachers’ positioning toward Meaningful PE

    Open AccessStephanie Beni, Tim Fletcher et al.ARTICLEPhysical Education and Sport…2024

    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…

  • Meaningful physical education

    Open AccessEsben Stilund Volshøj, Kenneth Aggerholm et al.ARTICLEEuropean Physical Education Review2024Citada por: 2Referencias: 3

    International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that…

  • ‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education

    Open AccessGrace Cardiff, Déirdre Ní Chróinín et al.ARTICLEIrish Educational Studies2023

    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…

  • Learning to facilitate student voice in primary physical education

    Open AccessGrace Cardiff, Stephanie Beni et al.ARTICLEEuropean Physical Education Review2023Citada por: 2Referencias: 4

    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…

  • It's not a linear thing; there are a lot of intersecting circles

    Open AccessStephanie Beni, Tim Fletcher et al.ARTICLETeaching and Teacher Education2022Citada por: 4Referencias: 20

    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’ …

  • It’s how PE should be!’

    Open AccessStephanie Beni, Déirdre Ní Chróinín et al.ARTICLEEuropean Physical Education Review2021Citada por: 6Referencias: 6

    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…

  • Pre-service teachers articulating their learning about meaningful physical education

    Open AccessTim Fletcher, Déirdre Ní Chróinín et al.ARTICLEEuropean Physical Education Review2020Citada por: 3Referencias: 7

    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

    Stephanie Beni, Déirdre Ní Chróinín et al.ARTICLESport Education and Society2019Citada por: 7Referencias: 4

    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) …

  • Using features of meaningful experiences to guide primary physical education practice

    Open AccessStephanie Beni, Tim Fletcher et al.ARTICLEEuropean Physical Education Review2018Citada por: 5Referencias: 3

    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…

  • Meaningful Experiences in Physical Education and Youth Sport

    Open AccessStephanie Beni, Tim Fletcher et al.ARTICLEQuest2017

    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…