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A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module
Physical Education and Sport Pedagogy ( IF 4.638 ) Pub Date : 2020-08-28 , DOI: 10.1080/17408989.2020.1812558
Mats Hordvik 1, 2 , Anders Lund Haugen 2 , Berit Engebretsen 2 , Lasse Møller 2 , Tim Fletcher 3
Affiliation  

ABSTRACT

Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE) programmes.

Purpose: The purpose of this study was to develop an understanding of how a collaborative approach to teaching pre-service teachers MBP can support coherence in PETE modules. The study was guided by the question: How do teacher educators teaching in one PETE module negotiate their experience of teaching about teaching as they implement MBP?

Method: This collaborative self-study of teacher education practices was conducted in a Norwegian PETE department and involved five teacher educators. The particular setting for the study was one module (what might be described elsewhere as a course or unit of study) that Lasse, Berit, Anders, and Mats were to teach to first year pre-service teachers in one PETE programme (13 females and 37 males). In addition to teaching the module, the four teacher educators acted as critical friends to one another, while Tim (who was based in Canada) offered a second layer of critical friendship to group members both individually and collectively. Data generation included two primary sources: audio records of our meetings in different configurations (21 meetings and approximately 35 hours audio) and our reflective diaries (total of 10 entries and 20 pages). Data analysis involved a five-step dialogic process of ‘thinking with' Loughran’s (2006. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge) concept of developing a pedagogy of teacher education (Jackson, A. Y., and L. A. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge).

Results: This study provides insights into the affordances of taking a collaborative approach to teaching about teaching MBP and how such a collaborative approach facilitated implementation individually and collectively. Furthermore, the study highlights the ways the several collaborative processes and structures produced the development of a shared language and vision for teaching about teaching MBP. This shared vision led to coherence in how we talked and taught about MBP with each other and with pre-service teachers. These visions helped make our individual and collective practices and their articulation coherent to ourselves and to one another, and also to the pre-service teachers whom we taught.

Conclusion: Our understanding is that the development of coherent PETE programmes and the modules within those programmes requires at least: (i) a professional group of teacher educators who are willing to share their understanding, challenges, and uncertainties with one another and with pre-service teachers, (ii) an inquiry-oriented stance towards researching group and departmental beliefs and practices, and (iii) a desire to better understand and share the development of new understandings with colleagues at departmental, national, and/or international levels.



中文翻译:

使用基于模型的实践进行教学的协作教学方法:在一个 PETE 模块中培养连贯性

摘要

背景:当前对基于模型的实践 (MBP) 作为一种创新和框架的兴趣,需要更深入地了解 MBP 是什么以及教师教育者如何向职前教师教授 MBP 等创新方法。尽管对个别教师教育者实施 MBP 进行了多项研究,但很少有教师教育者如何在体育教师教育 (PETE) 计划中实施 MBP 的例子。

目的:本研究的目的是了解以协作方式教授职前教师 MBP 如何支持 PETE 模块的连贯性。该研究以以下问题为指导:在一个 PETE 模块中教学的教师教育工作者如何在实施 MBP 时协商他们的教学经验?

方法:这项教师教育实践的合作自学是在挪威 PETE 部门进行的,涉及五名教师教育工作者。该研究的特定设置是一个模块(可能在别处被描述为一门课程或学习单元),Lasse、Berit、Anders 和 Mats 将在一个 PETE 计划中教给一年级的职前教师(13 名女性和37 名男性)。除了教授该模块之外,四位教师教育工作者还充当了彼此的重要朋友,而 Tim(常驻加拿大)则为小组成员个人和集体提供了第二层重要的友谊。数据生成包括两个主要来源:我们不同配置的会议的音频记录(21 次会议和大约 35 小时的音频)和我们的反思日记(总共 10 个条目和 20 页)。发展教师教育教学法:理解教学和学习关于教学。伦敦:Routledge)开发教师教育教学法的概念(Jackson、AY 和 LA Mazzei。2012。定性研究中的理论思考:从多个角度查看数据。伦敦:Routledge)。

结果:这项研究提供了对采用协作方法进行 MBP 教学的启示,以及这种协作方法如何促进个人和集体实施。此外,该研究强调了几种协作过程和结构产生了一种共享语言和 MBP 教学愿景的发展方式。这种共同的愿景使我们彼此之间以及与职前教师谈论和教授 MBP 的方式保持一致。这些愿景有助于使我们的个人和集体实践及其表达与我们自己和彼此以及我们所教的职前教师保持一致。

结论:我们的理解是,开发连贯的 PETE 计划和这些计划中的模块至少需要:(i) 愿意与他人分享他们的理解、挑战和不确定性的专业教师教育团队服务教师,(ii) 以探究为导向的立场,研究团体和部门的信仰和实践,以及 (iii) 渴望更好地理解并与部门、国家和/或国际层面的同事分享新理解的发展。

更新日期:2020-08-28
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