Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices |
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| Institution: | 1. Department of Physical Education and Sport Sciences, University of Limerick, Ireland;2. Department of Movement Sciences, University of Idaho, P.O. Box 442401, Moscow, ID 83844-2401, USA;1. School of Educational Information Technology, Central China Normal University, Wuhan 430079, China;2. School of Information Science and Engineering, Hunan First Normal University, Changsha 410205, China;3. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore;1. Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway;2. Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway;3. Department of Teacher Education and Outdoor Life Studies, Norwegian School of Sport Sciences, Oslo, Norway;4. Carnegie School of Sport, Leeds Beckett University, Leeds, UK;5. Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA;6. Department of Pedagogy, Religion and Social Studies, Western Norway University of Applied Sciences, Sogndal, Norway;7. Faculty of Health Studies, University of Bradford, Bradford, UK |
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| Abstract: | Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. |
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