Building Bridges in Teacher Education to Enhance Teachers for Students’ Diversity in Physical Education
Bibliographic Data
| ID | 22046010 |
|---|---|
| Authors | Paula Maria Batista (0000-0002-2820-895X, Universidade do Porto), Amândio Graça (0000-0003-1539-4201, Universidade do Porto), André Moura (0000-0003-2690-1029, University of Limerick), Elsa Maria Ferro Ribeiro-Silva (0000-0002-3688-2960, University of Coimbra), Maria Luísa Dias Estriga (0000-0001-9517-3841, Universidade do Porto) |
| Year | 2024 |
| Volume | 14 |
| Issue | 10 |
| Pages | 1045 |
| Publication date | 2024-09-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14101045 |
| OpenAlex | W4402849968 |
| Language | EN |
| References cited | 31 |
Following the UNESCO guidelines for Quality Physical Education, this participatory action research study aimed to explore the potential of a Community of Practice (CoP) to empower both schoolteacher educators and preservice teachers (PSTs) to become practitioners–researchers in order to achieve inclusive practices in Physical Education (PE). This study involved a partnership between a university in North Portugal and four cooperating schools. CoP participants were six teacher educators and four cooperating teachers (CTs) who work with twelve PSTs in the schools where they developed their teaching practices. Data collection included focus groups with CoP members and PSTs, CoP meetings, and school placement meetings. A thematic inductive–deductive analysis revealed that CTs were actively engaged in the CoP, achieving mutual involvement and a shared repertoire, and making friendships beyond the CoP. Becoming practitioners–researchers made CTs more critical of their teaching and supervisory roles. Supporting PSTs to be practitioners–researchers was challenging, mostly due to PSTs’ lack of content knowledge, which made it difficult to identify the students’ problems in engaging with the proposed activities and how to solve them. Both CTs and PSTs highlighted the value of the CoP in gaining confidence and knowledge to improve their teaching to become more inclusive
Mathematics education · Pedagogy · Physical education · Sociology · Teacher education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology
Communities of Practice
Aligning the principles of assessment for learning to learning in physical education
Conceptualising translational research in schools
Enhancing the enactment of assessment for learning principles during school placement
Learning communities and physical education professional development
Re-theorising inclusion and reframing inclusive practice in physical education
Physical education teachers' career-long professional learning
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
Pre-service teachers articulating their learning about meaningful physical education
Developing fundamental principles for teacher education programs and practices
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Firmar a posição como professor, afirmar a profissão docente
School–University Partnerships
Reconceptualizing Professional Communities for Preservice Urban Teachers
Developing inclusive education systems
Apples and Fishes
Democratizing Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |