Mary O'Sullivan, Melissa Parker
Published September 10, 2019
Reference - 106 Pages
ISBN 9780367344474 - CAT# 322573
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This book seeks to focus attention on physical education teacher education (PETE) by building the knowledge base and broadening the geographical, theoretical, and innovative writing about PETE, PETE teacher educators, and those who shape and experience PETE.
Teacher competence is a major factor in influencing student learning. Teacher educator competence is also a key factor in preparing high-quality teachers for schools. Therefore, there is a high value in focussing on who teacher educators are and which knowledge bases can inform careful program design as well as pedagogical and assessment strategies around the intended processes of teacher learning. Developed around a framework for studying teacher education, insights into two key elements of teacher education are used to structure the content of this book. Five of the six chapters focus on pedagogies of teacher education, while the last chapter explores the lives of an international cohort of teacher educators and their motives for engagement in research. Based on elements presented and those provided in the framework an agenda exploring pressing issues for teacher education is posed.
This book was originally published as a special issue of Curriculum Studies in Health and Physical Education.
Introduction – Physical education teacher education in a global policy space
Mary O’Sullivan and Melissa Parker
1. Making a different difference: physical education teacher education students’ reading of critical PETE program
Rod Philpot and Wayne Smith
2. A comparative study of Canadian and Scottish students’ perspectives on health, the body and the physical education curriculum: the challenge of ‘doing’ critical
Shirley Gray, Sarah MacIsaac and William J. Harvey
3. Preparing physical and health education pre-service teachers to support students’ physical activity and wellbeing during the school day
Pilvikki Heikinaro-Johansson, Elina Hasanen, Eileen McEvoy and Nelli Lyyra
4. Faculty and student perspectives of and experiences with TPACK in PETE
Jennifer M. Krause and Brandy M. Lynch
5. Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education
Tim Fletcher, Déirdre Ní Chróinín, Caitlin Price and Nancy Francis
6. Research lives of physical education teacher educators
Eileen McEvoy, Ann MacPhail and Pilvikki Heikinaro-Johansson