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Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices

  • Ann MacPhail
    ,
  • Deborah Tannehill
    ,
  • Grace Goc Karp
Research Output: Contribution to journal Article Peer-review

Abstract

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).

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 100-112

Journal (Volume, Issue Number)

Teaching and Teacher Education (Volume 33)

Publication milestones

  • Published - 01/01/2013

Publication status

Published - 01/01/2013

ISSN

0742-051X

External Publication IDs

  • handle.net: 10547/295768
  • Scopus: 84876251250

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