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ERIC Number: EJ1003553
Record Type: Journal
Publication Date: 2013-Jul
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices
MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc
Teaching and Teacher Education: An International Journal of Research and Studies, v33 p100-112 Jul 2013
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. (Contains 1 figure and 5 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A