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Chad M. Killian and Amelia Mays Woods

added field time for preservice teachers and to promote an active-learning approach. The documented positive impact that flipped instruction can have on course structure, student learning, and student perceptions served as rationale for redesigning the course using a flipped model. Course Description

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

orientations research areas. PETE = physical education teacher education. The most developed area in value orientations research to date has been that concerned with descriptions and comparisons of the value orientations prioritized by various groups of in-service teachers, preservice teachers, doctoral

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

that focused on the perspectives of high school students who were identified as prospective PE recruits or asked preservice teachers to expound on the acculturation experiences that led them to enroll in PETE. In professional socialization studies, participants were enrolled in PETE programs and/or the

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Shannon C. Mulhearn, Pamela Hodges Kulinna and Collin Webster

many schools do not use all five components of the CSPAP model (e.g.,  Hunt & Metzler, 2017 ; Russ et al., 2015 ), and stakeholders (e.g., school professionals, preservice teachers, teacher-education faculty) have reported barriers to implementing new PA opportunities in the CSPAP framework (e

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Collin A. Webster, Judith E. Rink, Russell L. Carson, Jongho Moon and Karen Lux Gaudreault

research borne out of the model’s genesis—that reflect the model’s explicit and implicit assumptions. Finally, we introduce a new illustration intended to supplement current graphics of the model in order to increase the alignment of teacher professional development, preservice teacher education

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Peter Hastie

children either struggling or having mastered the set tasks ( Ward, 2013 ). Knowledge of techniques and tactics from a declarative knowledge perspective is known as common content knowledge, and historically, most of the content knowledge development of preservice teachers has focused on this form of

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Stephen Hills, Matthew Walker and Marlene Dixon

diversity awareness inventory: Assessing the sensitivity of preservice teachers . Action in Teacher Education, 12 ( 3 ), 23 – 30 . doi:10.1080/01626620.1990.10734396 10.1080/01626620.1990.10734396 Lyras , A. , & Welty Peachey , J. ( 2011 ). Integrating sport-for-development theory and praxis