Preservice Teachers Articulating Their Learning About Meaningful Physical Education

• In Event: Millennium Hotel Roundtable Session 15
  In Roundtable Session: Initial Teacher Education and Continual Learning in Physical Education

Abstract

This research examines pre-service teachers’ (PSTs’) articulation of their learning through the provision of a shared professional language of practice focused on promoting meaningful physical education experiences. Qualitative data from 90 PSTs in two countries were analyzed over four years. The pedagogical innovation provided PSTs with a language to articulate why they would promote meaningful experiences, the content nature of meaningful experiences, and how they would use particular strategies to promote meaningful experiences. This research makes a significant contribution to the knowledge base on learning to teach physical education by providing evidence of the value a coherent approach to PETE makes in enabling PSTs to access, interpret, and articulate their learning about fostering meaningful experiences for young people.

Authors

• Tim Fletcher, Brock University

• Deirdre Ni Chroinin, Mary Immaculate College

• Stephanie Beni, Brock University

• Mary O'Sullivan, University of limerick