Abstract
The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.
| Original language | English |
|---|---|
| Pages (from-to) | 156-169 |
| Number of pages | 14 |
| Journal | Curriculum Studies in Health and Physical Education |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2022 |
Keywords
- Teacher educators
- curriculum change
- physical education teacher education
- professional learning community
- theory of change
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