Frank Herold

Pre-Service Physical Education Teachers' Perceptions of Subject Knowledge: Augmenting Learning to Teach.

This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) over a period of three years at the beginning, middle and end of their 36-week teacher education programme in 2005/6. Pre-service teachers also completed weekly reflective commentaries on their learning to teach via a virtual learning environment (VLE). Analysis of the data involved the use of NVIVO software within a grounded theory framework. Pre-service teachers’ value judgements on aspects of their own subject knowledge, as well as the sources and means through which this knowledge was acquired are identified with a view to augmenting their learning experiences. The paper asserts that recent education reforms in England have restricted opportunities for pre-service teachers in England to develop their practical subject matter content knowledge and pedagogical content knowledge and concludes with recommendations to enhance the quality of the existing framework postgraduate teacher education in England. Perceptions des enseignants stagiaires d’éducation physique relatives à leur connaissance de la discipline enseignée: améliorer l’apprentissage de l’enseignement Cet article explore les perceptions des enseignants stagiaires relatives aux connaissances disciplinaires qu’ils acquièrent, une fois diplômés, pendant l’année au cours de laquelle ils suivent le programme de certification en éducation (postgraduate certificate in education; PGCE) en Angleterre. Cet article étudie l’influence des expériences antérieures capitalisées par les enseignants stagiaires et des profiles de connaissances disciplinaires sur leur construction en tant qu’enseignant durant cette année de formation PGCE. Des entretiens semi-structurés ont été conduits en profondeur auprès de 12 enseignants stagiaires (6 hommes, 6 femmes) et couvraient une période de 3 ans. Ils ont été menés au début, au milieu et à la fin de leurs 36 semaines de formation en éducation au cours de l’année 2005/06. Les enseignants stagiaires ont également produit chaque semaine une analyse réflexive sur leur formation en enseignement grâce à un environnement virtuel d’apprentissage (EVA). L’analyse des données a été réalisée à l’aide du logiciel NVIVO et s’insérait dans un cadre théorique per tinent. Les enseignants stagiaires valorisent les jugements fondés sur leur propre connaissance disciplinaire, ainsi que les sources et les moyens par lesquels cette connaissance est acquise et identifiée dans la perspective d’améliorer leurs expériences d’apprentissage. Cet article soutient l’idée que les récentes réformes éducatives en Angleterre ont réduit les opportunités des enseignants stagiaires anglais de développer leurs connaissances pratiques du contenu disciplinaire et leur connaissance du contenu pédagogique. Il conclue par des recommandations visant à améliorer la qualité de l’actuelle formation initiale des enseignants en Angleterre. Percepciones de los profesores en pre-servicio del conocimiento sobre la materia según aprenden a enseñar Este artículo explora la percepción de los profesores en ‘pre servicio’ sobre el conocimiento de la materia cuando aprenden a enseñar durante el programa anual de postgraduado para obtener el certificado en educación (PGCE) en Inglaterra. El artículo examina el impacto de las experiencias previas de los profesores en ‘pre servicio’ y de los conocimientos individuales de la materia en su evolución durante su curso de PGCE. En detalle, se realizó una entrevista semiestructurada a 12 profesores en “pre servicio” (6 hombres y 3 mujeres), durante tres años (en tres ocasiones): al principio, a mitad de tiempo y al final de sus 36 semanas del programa para ser profesores durante el curso 2005/2006. Los profesores en ‘pre servicio’ también hicieron semanalmente comentarios reflexivos sobre su programa para aprender a enseñar usando el entorno de aprendizaje virtual (VLE). El análisis de la información requiere el uso del software NVIVO dentro del marco de la teoría fundamentada. Los valiosos criterios de los profesores en ‘pre servicio’ en aspectos del conocimiento de su propia materia, así como los orígenes y medios por los que este conocimiento fue adquirido son identificados con la intención de incrementar sus experiencias en el aprendizaje. El articulo afirma que las recientes reformas educativas en Inglaterra han restringido las oportunidades para que los profesores en ‘pre servicio’ en Inglaterra desarrollen el conocimiento (habilidades) practico del contenido de su materia y el conocimiento (habilidades) pedagógico y concluye con recomendaciones para mejorar la calidad del sistema de educación de profesores despues de licenciarse en Inglaterra. Zur Wahrnehmung von Fachwissen durch Lehramts-Anwärter/innen: Anreicherung des Lernens von Lehrkompetenz Der vorliegende Artikel erörtert die Wahrnehmung der Bedeutung von Fachwissen von Lehramts-Anwärter/innen im Zusammenhang mit Lernprozessen für die Entwicklung von Lehrkompetenz während eines einjährigen post-gradualen Zertifikats für Erziehung (PGCE) in England. Der Artikel untersucht den Einfluss der Erfahrungen und individuellen fachbezogenen Profile der Lehramts-Anwärter/innen auf ihre Entwicklung während des PGCE-Kurses. Es wurden halb-strukturierte Interviews mit 12 Lehramts-Anwärter/innen (6 Männer, 6 Frauen) über einen Zeitraum von 3 Jahren am Anfang, in der Mitte und am Ende ihrer 36-wöchigen Lehramtsausbildung in 2005/2006 geführt. Die Lehramts-Schüler/innen haben zudem mittels einer virtuellen Lernumgebung (VLE) wöchentlich ihre Lernprozesse im Zusammenhang mit der Erweiterung ihrer Lehrkompetenz reflektiert. Die Datenanalyse basierte auf einem Grounded-Theory- Bezugssystem und wurde durch die Nutzung von NVIVO-Software unterstützt. Die Werturteile der Lehramts-Anwärter/innen in Bezug auf ihre eigenes Fachwissen sowie die Mittel und Wege zur Aneignung dieses Wissens wurden im Zusammenhang mit einer Anreicherung ihrer Lernerfahrungen identifiziert. Der Artikel stellt fest, dass jüngste Bildungsreformen in England die Möglichkeiten für Lehramts-Anwärter/innen eingeschränkt haben, praxisbezogenes fachbezogenes Kontextwissen und pädagogisches Kontextwissen zu entwickeln, und endet mit Empfehlungen zur Steigerung der Qualität im Rahmen der Ausbildung von angehenden Lehrerinnen und Lehrern in England.

Including visually impaired students in physical education lessons: a case study of teacher and pupil experiences

Following recent education policy and curriculum changes in England, the notion of inclusion of children with special educational needs in physical education has increasingly become a topic of research interest and concern. It was the aim of this study to explore personal experiences and perspectives of inclusion in physical education. To this end this study used a series of interviews and observations with a visually impaired (blind) pupil, a physical education teacher and a learning support assistant at a school for children with moderate learning difficulties. The findings highlighted four significant areas of impact: the role of teacher training and development; the role of learning support assistants; resources; and the limitations of the National Curriculum in Physical Education as a framework for inclusion. Recommendations on how to address these issues in order to improve the standards of inclusion for visually impaired pupils in physical education are made.

Mentoring as a profession-building process in physical education teacher education

This paper describes the findings of a one-year collaborative research project funded by the Standing Conference on Teacher Education North and South (SCoTENS). The paper is derived from a Short Report on this study prepared for SCoTENS on 16th May 2012. The study examined the role of physical education (PE) teachers as mentors to new members of the PE teaching profession. Research participants comprised 6 university tutors and 10 PE mentor teachers across three national research sites (Republic of Ireland, England and Northern Ireland). A range of qualitative data collection methods were employed, and the data were analysed thematically using a constructivist version of grounded theory. The paper reports two key findings: 1. Mentor teachers had a shared perception of the need to be selected on the basis of suitability; i.e. disposition and expertise and the need to be trained to mentor pre-service teachers effectively. 2. Mentor teachers perceived that they should provide a safe learning space for the pre-service PE teacher where he/she is free to take risks and explore praxis (theory-informed practice) in a variety of contexts.

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

ABSTRACT This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.

Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education.

ABSTRACT Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce. Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE. Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage]. Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need. Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE.