Meaningful Physical Education in Outdoor and Adventure Education: Perspectives From Preservice Primary Teacher Education

• In Event: Paper Session 2: Curriculum Models, Meaningful Physical Education, and External Provisions

Abstract

This research examines how a primary physical education teacher educator (PPETE) and her pre-service teachers (PSTs) accessed and responded to the features and pedagogical principles of meaningful physical education (MPE) in an outdoor and adventure education (OAE) module. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data: reflections, critical friend interactions, skype conversations, and student interviews. Findings indicate how both the features and pedagogical principles of MPE enabled students’ professional learning through accessible language provision, alignment with OAE related curriculum models, and learning in context. Engagement with MPE resources and literature scaffolded by meaningful practical experiences enhanced the PSTs’ learning. This research contributes to the knowledge base on pedagogies of physical education teacher education.

Authors

• Maura Coulter, Dublin City University

• Richard Bowles, Mary Immaculate College

• Deirdre Ni Chroinin, Mary Immaculate College

• Tim Fletcher, Brock University

• Doug Gleddie, University of Alberta

• Tony Sweeney, Maynooth University, Ireland