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Developing Principles of Practice for Implementing Models-Based Practice: A Self-Study of Physical Education Teacher Education Practice

in Journal of Teaching in Physical Education
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  • 1 Memorial University of Newfoundland
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Purpose: Models-Based Practice (MBP) has been suggested as one possible physical education future. However, there are few examples that consider the challenges faced implementing MBP. The purpose of this research is to develop and articulate principles of practice for implementing MBP in physical education teacher education. Method: Self-Study of Teacher Education Practice methodology guided collection of teacher educator and preservice teacher (n = 9) data. Results: Principles of practice are identified: (a) providing opportunities for beginning teachers to analyze their learning about and through MBP provides unique insights into using MBP, (b) experiencing and examining alternatives to MBP provides preservice teachers with opportunities to practice pedagogical decision making, and (c) individual and group meetings support teacher educators and preservice teachers in crystallizing understandings of MBP implementation. Conclusion: The articulation of principles of practice offers insights into how teacher educator practice might be examined, developed, and shared for use by others.

Baker (kmbaker@mun.ca) is with the School of Human Kinetics and Recreation, Memorial University of Newfoundland, St. John’s, Newfoundland and Labrador, Canada.

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