Getting ‘more and more comfortable’: using an Activist Approach in a dance PE content course

Teachers today must not only be prepared to use technology but must also know how to use it (Butler, D., K. Marshall, and M. Leahy. 2015. Shaping the Future: How Technology Can Lead to Educational Transformation, 1st ed. Dublin: Liffey Press). The purpose of this study was to explore two primary physical education initial teacher educator’s (PEITE’s) professional learning experiences while introducing iPads into a physical education module. The module’s focus was to promote quality teaching, learning and assessment of fundamental movement skills in physical education with pre-service generalist primary teachers. It was a qualitative study utilising lesson study methodology. Data included audio files, video recordings and field notes. Following analysis, three themes were developed: learning the technology, managing the technology and integrating the technology. The findings showed that for the PEITEs, time was a valuable commodity while grappling with technological knowledge, technological pedagogical knowledge and pre-service teachers’ physical education knowledge. Self-directed learning was an enabler to facilitate technological and pedagogical competence for the PEITEs. Although managing aspects of the technology, such as limited Wi-Fi access and technical support, was a challenge, the PEITEs continued to integrate iPads into their teaching.

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.

Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers’ prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study enquired into the following question: What discourses of resistance can be identified in PE pre-service teachers’ written reflections on the challenges of inclusion and the need for changed pedagogical practices in PE? The sample in this qualitative research comprised 11 PE pre-service teachers enrolled in a general teacher education programme, and the analytical approach involved textual analysis of reflection notes written by the pre-service teachers. The findings highlighted two discourses of inclusion (‘More gender inclusive PE is needed’, and ‘PE practices must embrace diversity’) and two discourses of resistance (‘Resistance to PE transformation’, and ‘Resistance to gender diversity in PE’). Drawing on discourses such as the assertion that education is better suited for girls, the students expressed resistance towards accommodating girls’ need in PE, with the use of interpretive repertoires such as ‘gender differences are natural and inevitable’ or ‘boys need PE because girls do better in other subjects’. Secondly, referring to discursive understandings of a general openness towards gender diversity in society, they exhibited resistance against breaking the gender binary in PE in fear of confusing vulnerable youth. Thus, although the pre-service teachers challenged how gender is reproduced through PE practice, their perspectives remained within a cis-normative frame of reference. We argue that with increased understanding of how pre-service teachers rehearse and reproduce interpretative repertoires in their written assignments, teacher educators are better equipped to help students develop their critical thoughts and arguments.

Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher education has been heightened exponentially during the COVID-19 pandemic. Purpose: Challenged by the argument around the concept of ‘blended’ being ill defined, and also given the lack of practical ‘blended’ experiences in physical education teacher education (PETE), this paper aims to explore physical education teacher educators’ and pre-service teachers’ (PSTs’) enactment and experiences of an integrated approach to blended learning. Method: Three physical education teacher educators and two classes of physical education PSTs participated. The integrated blended approach was designed through a block structure which allowed intended outcomes, teaching and learning activities and assessment tasks to be aligned and interconnected. Data collection occurred over two academic years for the same three physical education teacher educators and two different cohorts of PSTs. Focus groups interviews were conducted with the three teacher educators and a voluntary sample of PSTs. PSTs’ learning blogs were also analysed. Results: Findings were presented in three categories: Development of strong building blocks; Blended learning ‘releases the teaching and learning from the grips of the lecturer’; and Assessment in a blended (and non-blended) environment. We attempted to go beyond the binary humanist assumption about blended learning by designing an integrated approach with a clear but flexible structure. That is, with an organic alignment and purposeful integration of all its instructional components. Conclusions: When introducing blended learning in a (physical education) teacher education programme, we suggest designing an aligned and integrated approach structured in blocks, where all instructional components are interconnected and informing each other, enhancing prior knowledge. Given the growing role of digital technology for teaching and learning in educational policies and new PETE curricula, we advocate for the publication of more research-based experiences on blended learning in PETE programmes that might be replicated in other PETE programmes. This would encourage colleagues to explore the implications of digital technology and learn from other PETE contexts and also the sustainability of digital technology as an established mode of delivery.

ABSTRACTThe pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST’s continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, ‘How does a PST’s knowledge of teaching and learning SE develop?’ This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns.

Instructional courses for preservice teachers are usually categorized as disciplinary content courses or pedagogical courses, and learners are expected to develop the pedagogical content knowledge on their own. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study presents an alternative design of a disciplinary course for preservice teachers, which uses metacognitive teaching strategies to promote the attainment of both disciplinary knowledge and pedagogical content knowledge. The goal of the study was to test whether in the context of the disciplinary course preservice teachers would develop their conceptual understanding as well as their pedagogical content knowledge about using a similar instructional strategy. Another goal was to determine what scaffolding is needed to help preservice teachers integrate the content and pedagogical aspects of learning. The results indicate that the collaborative diagnosis of conception (CDC) strategy helped preservice teachers develop a high level of conceptual understanding that goes beyond the achievements in traditional courses. This study presents a model for incorporating metacognitive strategies in a preservice content course and how the use of these strategies contributes to the learning of content and pedagogy. Metacognition is applied in this chapter for two different purposes: First, the CDC strategy uses metacognition to improve physics content knowledge, and second, metacognition is used to scaffold preservice teachers’ awareness of the instructional strategies that were used, thereby helping them construct their PCK. It refers to metacognitive knowledge about people, strategies, tasks, and the knowledge integration strategy, and to metacognitive regulation.KeywordsPre-service TeachersMetacognitive Strategy InstructionCollaborative DiagnosisPedagogical Content Knowledge (PCK)Metacognitive KnowledgeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preservice teachers often hold deficit views about the students they will teach and their communities. These limiting beliefs can result in lower expectations of and poor outcomes for the students, and need to be addressed in all areas of teacher education, including mathematics courses. In particular, mathematics content courses for preservice teachers offer numerous opportunities for investigating social justice issues and challenging preservice teachers’ beliefs. The assignment described in this manuscript provides an example of the work that can take place in mathematics content courses for preservice K-8 teachers. As part of the assignment, preservice teachers used mathematics to investigate negative perceptions that their campus community has of the surrounding neighborhood. They wrote reflections and created mathematical arguments about household income, poverty rates, educational attainment, crime, and diversity in the neighborhood. Through working on the assignment many preservice teachers began to question their stereotypes about the community. Because of the preservice teacher interest in the topic, and because some problematic beliefs were displayed in the reflections, there is a need for similar assignments in this and other courses, in order to help preservice teachers see the strengths of diverse communities, instead of just their shortcomings.

Learning a new curricular approach: Mechanisms of knowledge acquisition in preservice teachers

The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While the relationship between teachers and their students has been recognised as a powerful contributor to learning, engagement, and development, the professional limitations of teacher-student interactions have been relatively unexplored. Further, technological advances in the last decade have created new environments that potentially expose teachers to new possibilities and vulnerabilities such as Social Networking Sites (SNS). Within a contingency framework for ethical decision-making (Ferrell & Gresham, 1985) the current research employs a mixed-methods approach and a cross-sectional design. Participants were preservice secondary teachers (N = 288) enrolled at a Victorian university and early career secondary teachers (N = 227) registered in Victoria. All participants completed a questionnaire during class time (preservice) or online (early career) which took approximately 40 minutes. In the absence of a measure of attitudes towards teacher-student interactions and behaviours, the Professional Interactions and Behaviours Scale (PIBS) was developed and validated in Study A. Based upon the Victorian Teacher Code of Conduct, (The Institute, 2008), 5 types of teacher-student interactions were educed from the items; emotional support, physical support, teacher disclosure, connectivity, and befriending. Although average endorsement was modest, early career teachers reported higher endorsement of teacher disclosure and preservice teachers provided greater approval of connectivity and befriending. An opportune international collaboration enabled further comparisons with preservice secondary teachers in Norway (N = 227), who demonstrated greater endorsement of the provision of physical support to students than Victorian preservice teachers. Differences in reported ethical training provided during teacher education are also noted and considered as a context for the development of attitudes toward professional behaviour. Utilising a person-centred approach, Study B explored profiles of trait-like characteristics among the Victorian preservice teachers through cluster analysis. This study proposed that individual differences in personality (Mc Crae & Costa, 2003) and attachment style as defined by Bartholomew (1990) may relate to other personal characteristics such as the need for popularity, domains of contingent self-worth and perceptions of professional behaviour as measured by the PIBS. Preservice teachers described as “responsive resilient” in personality were more likely than “curious & sensitive ambiverts” to endorse teacher provision of emotional support to students. Further, securely attached individuals were more likely to endorse the provision of physical support than dismissive individuals. Study C utilised a mixed-methods approach to explore profiles of teacher-student interactions styles in early career secondary teachers and their responses to ethical dilemmas relating to teacher-student boundaries. Four profiles emerged; “sparing investors”, “reserved professionals”, “relational enthusiasts”, and “supportive ambitious” and in terms of interpersonal goals, professional expectancies and values, burnout, career satisfaction and career aspirations. Few quantitative differences were observed between profiles in terms of ethical decision-making, yet thematic analysis highlighted contextual considerations and protective behaviours as key considerations of early career teachers. Study D explored current and prospective social networking behaviour and found both preservice and early career teachers were highly engaged with SNS, with preservice teachers reporting greater usage. Almost half of participants in both the preservice and early career samples reported negative experiences as a result of online social networking such as bullying or workplace issues. In relation to connecting with students, early career teachers were more likely to accept a friend request from a past student than preservice teachers. Taken together, these studies explore individual differences in teacher-student boundaries as they are perceived by preservice and early career teachers in Victoria. The PIBS is presented as a valid contemporary measure of perceptions towards teacher-student interactions, and differences of experience and culture considered. Implications of the findings are considered in relation to teacher selection processes, the ethics curriculum in teacher education, and regulation of the teaching profession in Australia.

This paper explores the development of pre-service teachers during a one-year programme of initial teacher training and education (ITTE) of secondary physical education (PE) in England. It concentrates in particular on the interpretation and development of different dimensions of subject knowledge during different phases of their ITTE programme. Interviews conducted at the beginning, middle and end of their ITTE programme with a total of 18 pre-service teachers over the period of three academic years were analysed using a grounded theory methodology. The analysis revealed that a combination of contextual and personal factors influenced the pre-service teachers' approach and strategies towards the development of their subject knowledge. Notably, many pre-service teachers demonstrated a shift in the perception of their own roles, marking a transition from a more content-focused predisposition at the beginning of their course towards a more learner-centred one at the end. Pre-service teachers' learn...

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

Problem statement: To be an accredited teacher education program, physical education teacher education (PETE) programs must fulfill the national standards established by the National Association for Sport and Physical Education (NASPE). In order to meet the standards, a PETE program needs to have the cooperation of the following three levels of instructors: Specialist Teachers (STs), Inservice Teachers (ITs) and Preservice Teachers (PTs). The STs are those who teach at colleges or universities, possess advanced degrees with full/associate/assistant professor titles and teach theoretical and skill courses. They participate in the academic activities of the PETE program; for instance, they serve as academic advisors and instructors of the PTs. The ITs are those who possess teacher certificates, bachelor or higher degrees and currently teach physical education/activity classes at middle/high schools. They also participate in the academic activities; for example, they serve as cooperating teachers providing guidelines and supports for the PTs. The PTs were college students who were studying in a PETE program. They intended to become PE teachers at K-12 school levels. They must complete the student teaching requirements at primary and secondary school class settings in order to graduate from colleges or universities. Approach: The purpose of this study was to examine the differences and similarities of Teaching Behaviors (TB) and Learning Activities (LA) in Physical Education (PE) class settings taught by the three different levels of teachers. Participants were 45 PE teachers from the three levels and their students from a university and three high schools in an urban city of the United States. A total of 90 lessons taught by the three levels of teachers were videotaped and coded using the Direct Instruction Behavior Analysis (DIBA) system. Results: Findings of the one-way independent group ANOVA revealed that eight out of 13 variables were significantly different (p<0.05) among the three levels of teachers with respect to the TB and LA exhibited by the participants as: Informing, F = 3.541, Preservice Teachers (PTs) > Inservice Teachers (ITs) > Specialist Teachers (STs); Praise/Encouragement, F = 14.422, PTs > STs > ITs; Feedback, F = 15.036, STs > ITs > PTs; Controlling, F = 8.997, PTs > ITs > STs; None of the Above, F = 17.313, ITs > STs > PTs; Motor-Engaged, F = 5.043, ITs > PTs > STs; Cognitive-Engaged, F = 6.049, STs > PTs > ITs; and Waiting for a Turn, F = 4.890, ITs > PTs > STs. No significant (p>0.05) differences were found on the following five variables among the three levels of teachers: Observing, structuring, questioning, preparing and get equipment/relocation. Conclusion: In conclusion, the STs appear to use more Feedback TB than the ITs and PTs and the students taught by the STs tend to engage more cognitive activities. The PTs appear to utilize more informing, praise/encouragement and controlling TB than the ITs and STs. Students taught by the ITs tend to have more Motor-Engaged and Waiting for a Turn activities than students taught by the STs and PTs. The ITs appear to utilize more None of the Above behaviors than the STs and PTs. The teachers of the three levels tend to use the behaviors of observing, structuring and questioning in a similar manner. The results of the present study facilitate the establishment of a new set of data in TB and LA for collegiate, high school and preservice teachers to modify and improve their instructions in PE class settings.

Background In the last 40 years, physical education (PE) scholars have developed an array of approaches for teaching games. This development is positive in that PE professionals now have a wealth of practically-oriented scholarship to help them teach games. Yet the widespread availability of prescriptions for teaching games potentially reduces both the need and opportunity for teachers to exercise their practical judgement when working with games. Aim The specific aim of the current investigation is to develop an understanding of how physical education teacher education (PETE) provides preservice teachers with opportunities to develop practical judgement with respect to games teaching in one course. Theoretical framework We rely on Joseph Dunne's (Dunne, Joseph. 1997. Back to the Rough Ground: Practical Judgment and the Lure of Technique. Notre Dame, IN: University of Notre Dame Pess; Dunne, Joseph. 2005. “An intricate fabric: Understanding the rationality of practice.” Pedagogy, Culture & Society 13 (3): 367–390) notion of practical judgement. Practical judgement refers to the knowledge individuals use in complex and dynamic situations, where they need to find resonance between general principles relevant to a practice and the particular characteristics of the situation they are dealing with. Methods Nine practical PETE lessons focusing on games were observed over a period of three weeks at one university in Sweden. Three three-hour lessons took place once with approximately 44 students. Three two-hour lessons took place twice (i.e. six times in total), each time with half the student cohort. Video data were produced by one researcher. The researcher alternated between active participation and passive participation in the lessons. Findings The PETE lessons provided the preservice teachers with four different types of opportunities to exercise their practical judgement: (1) opportunities to judge how principles of games teaching would operate in school contexts; (2) opportunities to compare different approaches and content against one another; (3) opportunities to consider the teacher educator's pedagogical decisions; and (4) opportunities for preservice teachers to take on teaching roles. Discussion We suggest that problematic situations where different interests compete and where deliberation is necessary, are valuable in PETE contexts. We also propose that providing space for preservice teachers to exercise their practical judgement may mean that they make loosely informed decisions. The investigation thus provides insights into a common trend seen in games scholarship. Impact statement This case study reminds physical educators of the importance of working reflectively when teaching games. In the context of a long-standing debate about effective ways to teach games, the paper provides physical education teacher educators with concrete examples of how an expert games educator encouraged the preservice teachers in his course to use their practical judgement.

Purpose: This study explored how elementary preservice teachers interpret and enact the Physical Education curriculum during lesson demonstrations and critiques, focusing on emerging limitations and reflective changes. Methods: Participants were 34 preservice teachers enrolled in a “Table Tennis Skills and Teaching Methods” course at K University. Data were collected from lesson demonstrations, critique writings, observations, Q&amp;A materials, and the researcher’s journal (2023–2025), and analyzed through inductive qualitative procedures with peer debriefing. Results: Three categories emerged: (1) limited lesson planning, characterized by insufficient curriculum understanding and uniform lesson structures; (2) limitations in lesson implementation, including inflexible progression and inconsistencies between verbal explanations and demonstrations; and (3) reflective practice through lesson critique, marked by expanded task-context understanding, greater attention to verbalizing movement, and reconceptualization of movement performance as a pedagogical resource. Conclusion: Preservice teachers’ professional competence in Physical Education developed through structured experiences of lesson design, implementation, and critique. Lesson critique functioned as a key mechanism for reconstructing curriculum understanding and instructional practice, highlighting the value of cyclical reflective processes in Teacher Education.

&lt;span&gt;The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p&amp;lt;0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p&amp;lt;0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.&lt;/span&gt;