TY - JOUR
T1 - Using self-study to explore the processes of pedagogical innovation in physical education teacher education
AU - Chróinín, Déirdre Ní
AU - Fletcher, Tim
AU - O’Sullivan, Mary
N1 - Publisher Copyright:
© 2015 Australian Council for Health, Physical Education and Recreation.
PY - 2015
Y1 - 2015
N2 - This collaborative self-study examined the experiences of two teacher educatorswho developed and implemented a pedagogical approach that prioritised learning howto facilitate meaningful physical education (PE) experiences in their physical education teacher education programs. Data sources included 33 individual planning and reflection documents, 33 critical friend responses and transcriptions of over 7 hours of skype conversations, which were gathered across two academic years (2013–2015). Collaborative self-study provided a scaffold to explore our pedagogies in terms of learning about teaching and teaching about teaching [Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. New York, NY: Routledge]. Through development and implementation of an innovation, we enhanced our understanding of pedagogies that support pre-service teachers learning how to foster meaningful PE experiences, a process that resulted in better alignment of our beliefs and pedagogical practices. This study illustrates the merits of collaborative self-study to build teacher educators’ capacity for innovation and shape their pedagogical practices through reflection and peer support. The potential of self-study to contribute to the knowledge base of pedagogies of teacher education as part of a larger program of research is highlighted.
AB - This collaborative self-study examined the experiences of two teacher educatorswho developed and implemented a pedagogical approach that prioritised learning howto facilitate meaningful physical education (PE) experiences in their physical education teacher education programs. Data sources included 33 individual planning and reflection documents, 33 critical friend responses and transcriptions of over 7 hours of skype conversations, which were gathered across two academic years (2013–2015). Collaborative self-study provided a scaffold to explore our pedagogies in terms of learning about teaching and teaching about teaching [Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. New York, NY: Routledge]. Through development and implementation of an innovation, we enhanced our understanding of pedagogies that support pre-service teachers learning how to foster meaningful PE experiences, a process that resulted in better alignment of our beliefs and pedagogical practices. This study illustrates the merits of collaborative self-study to build teacher educators’ capacity for innovation and shape their pedagogical practices through reflection and peer support. The potential of self-study to contribute to the knowledge base of pedagogies of teacher education as part of a larger program of research is highlighted.
KW - Meaning-making pedagogy
KW - Meaningful
KW - Teacher educator
KW - Teacher learning
UR - http://www.scopus.com/inward/record.url?scp=85009290738&partnerID=8YFLogxK
U2 - 10.1080/18377122.2015.1092724
DO - 10.1080/18377122.2015.1092724
M3 - Article
AN - SCOPUS:85009290738
SN - 1837-7122
VL - 6
SP - 273
EP - 286
JO - Asia-Pacific Journal of Health, Sport and Physical Education
JF - Asia-Pacific Journal of Health, Sport and Physical Education
IS - 3
ER -