Ann Macphail
Dados Biográficos
| ID | 346787 |
|---|---|
| NOME | Ann Macphail |
| PRENOMES | Ann |
| SOBRENOME | Macphail |
| ASSINATURA | MACPHAIL A |
| AFILIAÇÕES | University of Limerick |
| ORCID | 0000-0003-1875-0582 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 84 |
| TOTAL DE CITAÇÕES | 191 |
| TOTAL COMO AUTOR | 84 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1955 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
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…
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…
School-based teacher educators’ professional identity and professional needs
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…
Fitness Education in the Digital Era
Grounded in McConnell’s fitness education model, the approach described in this article supports a progressive transition from teacher-centered learning to student-led fitness planning, fostering autonomy, critical thinking, and personal responsibility
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…
Higher education-based teacher educators’ researcherly disposition
By presenting the results of a large-scale international study, this study targets a better empirical understanding of teacher educators’ researcherly disposition or the teacher educators' habit of mind to engage with research to improve their practice and contribute to the knowledge base on teacher education. Data was collected from an international sample of 1158 higher education-based teacher educators in six countries, most of them being Euro…
A content map analysis of the national policy landscape in physical education, physical activity and youth sport in Ireland
Understanding the development of physical education professionals’ policy capacity
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,…
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…
Teacher educators’ engagement with school-based assessments across Irish teacher education programmes
There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre?service teachers to assess in schools. Interviews with a sample of teacher educators attached to 13 Irish teacher education progr…
Guerrilla teacher educators
The intense focus on teacher quality has raised questions internationally about ‘who’ should be considered as a teacher educator and ‘where’ is best suited for education across the continuum. The school-based turn has naturally focused attention on those referred to as school-based teacher educators and the work they do across the continuum in their first-order settings. However, Ireland is an interesting case as the role of a school-based teache…
Identifying school-based teacher educators’ professional learning needs
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Enhancing the enactment of assessment for learning principles during school placement
Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs’ enactment of AfL during their school placement. It draws on the triangulation of differe…
Promoting instructional alignment in physical education teacher education
Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional prac…
The complexity of professional identity
In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term…
Professional learning and development needs of Chinese university-based physical education teacher educators
This study examines the professional learning and development (PLD) needs of Chinese university-based physical education teacher educators (PETEds) and their views about effective ways to address them. This is significant given the limited research exploring this group. A European-wide survey was translated and distributed in China, receiving 251 responses of PETEds from 28 provinces. We found that the majority of PETEds had a strong desire to un…
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 …
Enhancing sport education experiences through service-learning
In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students from primary to secondary school. Seventeen teachers and 435 eleven- to sixteen-year-olds across five SE networks participated in this study, in which an SL experience was embedded in the SE season. All the networks included one intact group of secondar…
Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers
The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while creating an environment in which participation, co-construction, and shared investment were key elements a…
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…
Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment
This study enacted and supported a scaffolding process to improve preservice teachers’ (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs’ understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Ass…
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
Physical education teacher educators
Learning to teach sport education
This paper repor ts on a study of one pre-ser vice teacher's implementation of the spor t education (SE) model in a post-primar y school in Ireland. The study sought to identify and understand the mechanisms that facilitate or inhibit learning to teach the model from the perspective of a pre-ser vice teacher. Occupational socialization was used to examine how past teaching experiences, physical education teacher education (PETE) and school cultur…
It's the other assessment that is the key’
The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education mu…
Athlete and Researcher
Reflexivity suggests that researchers should acknowledge and disclose their own selves in the research and be aware of the ways in which their perceptions and background influence the research. This article highlights and discusses issues related to being an active athlete in a sports club while at the same time conducting ethnographic research related to the same sports club. Areas that are examined are personal issues, the kinds of participatio…
Social Positioning and the Construction of a Youth Sports Club
This article uses the concept of social positioning to explore the construction of a youth sports club by young people, their parents and coaches. The year-long ethnography of Forest Athletics Club (FAC) identified two athlete positions of Samplers and Beginning Specializers. Four parents’ positions were identified, those of Non-Attenders, Spectators, Helpers and Committed Members. One coach position was the Committed Volunteer. Each of these pos…
Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices
Nominal Group Technique
This article introduces and reflects on the appropriateness of nominal group technique (NGT) in eliciting information from young school‐aged people. NGT was selected from a number of possible methods, including focus groups, brainstorming and the delphi technique. The decision to use the NGT over other group methods was determined by the nature of the issue being investigated, issues of equity and accuracy, and a preference for the more structure…
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
Becoming a physical education teacher during formalised school placement
Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school pla…
Young People’s Socialisation into Sport
It can be argued that young people’s socialisation into sport follows a general pattern of sampling, specialising and investing (Côté and Hay, 2002a). This paper develops research where we previously examined the key features of the sampling phase in the junior section of Forest Athletic Club (FAC) (Author 1 et al., 2003). Continuing our involvement in an ethnography of FAC in England we are now able to report and discuss key characteristics of t…
The rhetoric and reality of research reputation
Evaluation systems including global university rankings have been recently introduced as mechanisms for assessing overall academic quality, appraising research reputation and as a basis for funding and policy decisions. This study explores the concept of research reputation in terms of how it is defined, constituted and assessed. Eight professor-level academics from a range of disciplines based at European universities were interviewed. The findi…
Irish physical educators’ attitude toward teaching students with special educational needs
This study examined the relationship among the specific special educational needs (SEN) of emotional/behavioural disorder (EBD), specific learning disabled (SLD), mild-moderate mentally impaired (MMMI), and moderate-severe mentally impaired (MSMI) and the selected attributes of gender, academic preparation and previous experience in teaching students with SEN. The Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities-III (PE…
Listening to Young Peopleís Voices
This article reports on a study that accepts the proposal that we listento the voices of young people in relation to sport and physical recreation.The study sought the advice of young sports leaders on what can be done to facilitate young people’s involvement in sport. The study used group interviews (Nominal Group Technique) with over 600 14–18-year-olds toelicit responses to a single question, ‘What can be done to help young people participate …
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…
Physical activity experiences of young people in an area of disadvantage
Through an examination of the experiences of young people in one disadvantaged area, this paper\nadds to an emerging body of knowledge focused on what place physical activity occupies in the lives\nof young people in areas of disadvantage. A total of 40 young people (21 males, 19 females)\nparticipated in focus group interviews. The research question explored the forces which enable and\nconstrain the participation of youths in physical activity …
Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions
Investigating the reasons for pre-service teachers (PSTs) whom choose to undertake a physical education teacher education (PETE) programme can inform teacher educators on how best to define teaching tasks, organize knowledge relevant to student learning and shape the perceptions of PSTs about teaching and learning (Calderhead, 1987). In this study, Lortie's (1975) attractors and facilitators to the teaching profession frame the examination of the…
Drawing’ conclusions
This study explores the relationship between primary school physical education and physical activity as sites for the practice of physical activity of Irish primary school children. Understanding how children make connections between physical activity sites is important in shaping physical education experiences that promote lifelong participation. Children’s (aged 8–11) awareness, knowledge, and understanding of physical activity and physical edu…
What young people say about physical activity
The Children's Sport Participation and Physical Activity (CSPPA) study is a unique multi-centre/discipline study undertaken by three Irish institutions, Dublin City University, University of Limerick and University College Cork. The study sought to assess participation in physical activity, physical education and sport (PAPES) among 10–18 year olds in Ireland. This paper shares what Irish children and young people convey, using their own voices, …
The implementation of a revised physical education syllabus in Ireland
This study is concerned with the particular circumstances, personal rewards and costs, which Irish post-primary principals and physical education (PE) teachers identify as affecting the implementation of the revised junior cycle PE syllabus and in the future revised senior cycle physical education and new Leaving Certificate PE. The concepts of the 'local context of implementation' (Kirk and Macdonald, 2001) and 'zones of enactment' (Spillane, 19…
Subject Choice in Scottish Secondary School Physical Education
This article investigates the notion of subject choice in physical education and the factors that encouraged or discouraged students from studying Higher Grade Physical Education (HGPE). The increase in the type and number of school subjects students are now able to choose from is addressed as is the pressure that market-based reforms of state schooling have put on teachers to attract students to their particular subjects. The affective and utili…
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…
Developing a pedagogy of teacher education using self-study
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how…
The effects of individual dispositions and workplace factors on the lives and careers of physical education teachers
It has been noted that individual characteristics and workplace factors have rarely been combined to gain a more holistic understanding of teachers’ career trajectories (Rinke, 2008. Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review, 3(1), 1–13.; Schaefer, Long, & Clandinin, 2012. Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Rese…
Negotiating ‘ethically important moments’ in research with young people
The latter half of the twentieth century witnessed a surge in interest around ethics in research. Originally focused on the compilation of ethics guidelines and the importance of having all research approved by institutional review boards before commencement, discussions of research ethics have more recently centred on how such guidelines translate into ethical practice during the research process. Leisure research has been no exception to this t…
Hospital and Community
Nominal Group Technique
This article introduces and reflects on the appropriateness of nominal group technique (NGT) in eliciting information from young school‐aged people. NGT was selected from a number of possible methods, including focus groups, brainstorming and the delphi technique. The decision to use the NGT over other group methods was determined by the nature of the issue being investigated, issues of equity and accuracy, and a preference for the more structure…
Teaching Games for Understanding and Situated Learning
Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is t…
Subject Choice in Scottish Secondary School Physical Education
This article investigates the notion of subject choice in physical education and the factors that encouraged or discouraged students from studying Higher Grade Physical Education (HGPE). The increase in the type and number of school subjects students are now able to choose from is addressed as is the pressure that market-based reforms of state schooling have put on teachers to attract students to their particular subjects. The affective and utili…
Young People's Socialisation into Sport
This paper explores young people's (9 to 15 years old) early socialisation into sport. We draw on data from an 18-month-long ethnography of the junior section of an athletics club in England, using field notes, interviews and a psychometric questionnaire. We begin by noting a trend towards increasing numbers of younger children participating in adult-organised, community-based sport. Within this context, we investigate the extent to which Siedent…
Studentsí Conceptions of Sport and Sport Education
This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings w…
Listening to Young Peopleís Voices
This article reports on a study that accepts the proposal that we listento the voices of young people in relation to sport and physical recreation.The study sought the advice of young sports leaders on what can be done to facilitate young people’s involvement in sport. The study used group interviews (Nominal Group Technique) with over 600 14–18-year-olds toelicit responses to a single question, ‘What can be done to help young people participate …
Social Positioning and the Construction of a Youth Sports Club
This article uses the concept of social positioning to explore the construction of a youth sports club by young people, their parents and coaches. The year-long ethnography of Forest Athletics Club (FAC) identified two athlete positions of Samplers and Beginning Specializers. Four parents’ positions were identified, those of Non-Attenders, Spectators, Helpers and Committed Members. One coach position was the Committed Volunteer. Each of these pos…
The social construction of higher grade physical education
It is important to identify the factors that impinge on teachers in making decisions regarding the teaching of a syllabus in order that such factors can be addressed in the construction and dissemination of a syllabus. Related to this is the centralisation of certain agents in the production of curriculum structure and syllabus and teachers' role in curriculum development. This paper illustrates how Bernstein's [(Citation1990) The Structuring of …
Athlete and Researcher
Reflexivity suggests that researchers should acknowledge and disclose their own selves in the research and be aware of the ways in which their perceptions and background influence the research. This article highlights and discusses issues related to being an active athlete in a sports club while at the same time conducting ethnographic research related to the same sports club. Areas that are examined are personal issues, the kinds of participatio…
The implementation of a revised physical education syllabus in Ireland
This study is concerned with the particular circumstances, personal rewards and costs, which Irish post-primary principals and physical education (PE) teachers identify as affecting the implementation of the revised junior cycle PE syllabus and in the future revised senior cycle physical education and new Leaving Certificate PE. The concepts of the 'local context of implementation' (Kirk and Macdonald, 2001) and 'zones of enactment' (Spillane, 19…
Irish physical educators’ attitude toward teaching students with special educational needs
This study examined the relationship among the specific special educational needs (SEN) of emotional/behavioural disorder (EBD), specific learning disabled (SLD), mild-moderate mentally impaired (MMMI), and moderate-severe mentally impaired (MSMI) and the selected attributes of gender, academic preparation and previous experience in teaching students with SEN. The Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities-III (PE…
Young People’s Socialisation into Sport
It can be argued that young people’s socialisation into sport follows a general pattern of sampling, specialising and investing (Côté and Hay, 2002a). This paper develops research where we previously examined the key features of the sampling phase in the junior section of Forest Athletic Club (FAC) (Author 1 et al., 2003). Continuing our involvement in an ethnography of FAC in England we are now able to report and discuss key characteristics of t…
Learning to teach sport education
This paper repor ts on a study of one pre-ser vice teacher's implementation of the spor t education (SE) model in a post-primar y school in Ireland. The study sought to identify and understand the mechanisms that facilitate or inhibit learning to teach the model from the perspective of a pre-ser vice teacher. Occupational socialization was used to examine how past teaching experiences, physical education teacher education (PETE) and school cultur…
Lifestyles and gendered patterns of leisure and sporting interests among Irish adolescents
This paper strives to provide an insight into the multifaceted relationships that young people have, examining the social, cultural and institutional discourses, which shape their lives. We set out to discuss, from an empirical poststructuralist perspective, the way in which Irish adolescents write about the reality of their lives and privilege certain practices and forms of subjectivity. We are particularly interested in the role and significanc…
Moving towards quality physical education
This study investigated the provision of physical education (PE) in Singapore. Singapore is a small island city state of approximately 699 square kilometres with a population of about 4 million people. This article aims to highlight the current status of PE in Singapore schools and compare it against suggested international standards and recommendations. From questionnaires distributed to every school on a voluntary basis, 164 Heads of Department…
A framework for lifelong involvement in sport and physical activity
Contextualised within physical activity policy this paper presents a critical review of current sport development pathway models (including the pyramid concept, long‐term athlete development and the development model of sport participation), acknowledging a number of issues that we should be cognisant of when working with models. Along with a review of the existing situation in Ireland with regards to the governance of sport and patterns in sport…
Enhancing physical education pre-service teachers' experiencies in physical education (Pete) programmes
Actividad Física y Deporte
Alternative assessment in physical education
Assessment is one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so. In light of the challenges this situation presents, in this paper we provide an overview of the international literature on assessment in school physical education. We give an account of both traditional and alternative forms of assessment, focusing in particular on recent approaches that may be considered belong to …
What young people say about physical activity
The Children's Sport Participation and Physical Activity (CSPPA) study is a unique multi-centre/discipline study undertaken by three Irish institutions, Dublin City University, University of Limerick and University College Cork. The study sought to assess participation in physical activity, physical education and sport (PAPES) among 10–18 year olds in Ireland. This paper shares what Irish children and young people convey, using their own voices, …
Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices
Standing on the periphery’
Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger’s concept of legitimate peripheral part…
Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions
Investigating the reasons for pre-service teachers (PSTs) whom choose to undertake a physical education teacher education (PETE) programme can inform teacher educators on how best to define teaching tasks, organize knowledge relevant to student learning and shape the perceptions of PSTs about teaching and learning (Calderhead, 1987). In this study, Lortie's (1975) attractors and facilitators to the teaching profession frame the examination of the…
Looking across and within
The purpose of this paper is to describe the ongoing self-study of a community of physical education teacher educators (PETE) striving to enhance their research capacity and program effectiveness. The underpinnings of the project reside within professional development/professional learning and self-study. Engaging in self-study projects ‘allows teacher educators to focus on their own practice and students’ learning while meeting the research expe…
Physical education teacher educators’ views regarding the purpose(s) of school physical education
The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth participant responded to interview questions in writing. Participants were based in seven countries: Belgiu…
Psychology (74 obras) · Pedagogy (65 obras) · Sociology (58 obras) · Physical Education and Pedagogy (56 obras) · Mathematics education (45 obras) · Teacher education (42 obras) · Physical education (40 obras) · Inclusion and Disability in Education and Sport (38 obras) · Medicine (29 obras) · Political science (28 obras)