NotesFAQContact Us
Search Tips
ERIC Number: ED470686
Record Type: Non-Journal
Publication Date: 2002-Sep-30
Pages: 66
Abstractor: N/A
Reference Count: N/A
Integrating Faculty and Field Experiences in Movement Teacher Education. A Sub-Study of Professional Development of Early Years Educators: Researching the Making of a Collaborative, Inquiry-Driven Curriculum. Final Research Report.
Morin, Francine
This self-study investigated the feasibility and effectiveness of a university-school partnership within a movement education methods course designed to enhance teacher candidates' pedagogical learning about movement. First, the context is set for understanding how the methods course fits into the structure and philosophy of an early years teacher education program, and the course is described. Second, the designs of both the field-based classes and an assignment employing pedagogical reflection strategies are addressed. Third, the learning outcomes and pedagogical values as evident in artifacts produced by teacher candidates, as well as their responses to course experiences, are discussed. Findings indicate that a university-school partnership is an effective way to create a meaningful course that connects theory to practice for teacher candidates. Descriptive, interpretive, and theoretical levels of reflection were evident as teacher candidates reported gains in their knowledge of movement pedagogy and resources. Useful information was also gleaned about teacher-learners' perceptions of collaboration and their challenges and concerns. Five appendixes include course materials; a sample learning plan developed by teacher candidates; a sample of teacher candidates' reflective writing; a sample instructor assessment of a field-based assignment; and the university's instructor/course evaluation tool. (Contains 45 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A