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Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll

The competence-based approach to train preservice teachers (PTs) promotes the implementation of active and experiential methodologies, allowing students to apply learning in real conditions ( Chambers & Lavery, 2012 ). In accordance with this view, service-learning (SL) is a teaching methodology

Open access

Jan-Erik Romar and Magnus Ferry

end up teaching PE the way they do. Preservice teachers enroll in TE programs, and during the TE process, they are expected to acquire PE knowledge, develop a professional identity, and start to think and act as teachers teaching PE in a school context ( Pike & Fletcher, 2014 ; Templin & Schempp

Open access

Paul M. Wright and David Walsh

practices related to promoting and sharing this work in preservice teacher education, in-service professional development, and coach training. As noted at the start of the introduction, this special issue is intended to celebrate Don’s life and his life’s work. While it certainly reflects deep affection and

Open access

David S. Walsh and Paul M. Wright

model to preservice teachers, although licensure requirements and program accreditation leave little room for deeper explorations. Some are dedicated to contributing to theory and conducting research on the effectiveness of the model. Others are helping to add the missing voices within the TPSR

Open access

Dean Barker, Gunn Nyberg and Hakan Larsson

). Motor learning and control foundations of kinesiology: Defining the academic core . Quest, 59, 67 – 76 . doi:10.1080/00336297.2007.10483537 Hall , T.J. , Heidorn , B. , & Welch , M. ( 2011 ). A description of preservice teachers’ task presentation skills . The Physical Educator, 68, 188