{"title":"教师教育工作者在努力实施课程改革时的感知需求","authors":"C. Walsh, D. Tannehill, A. MacPhail","doi":"10.1080/25742981.2022.2032778","DOIUrl":null,"url":null,"abstract":"ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"156 - 169"},"PeriodicalIF":1.8000,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"The perceived needs of teacher educators as they strive to implement curriculum change\",\"authors\":\"C. Walsh, D. Tannehill, A. MacPhail\",\"doi\":\"10.1080/25742981.2022.2032778\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.\",\"PeriodicalId\":36887,\"journal\":{\"name\":\"Curriculum Studies in Health and Physical Education\",\"volume\":\"13 1\",\"pages\":\"156 - 169\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-02-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Curriculum Studies in Health and Physical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/25742981.2022.2032778\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum Studies in Health and Physical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/25742981.2022.2032778","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The perceived needs of teacher educators as they strive to implement curriculum change
ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
