coach, assist in development of professional self, and reflect the valued knowledge of the coaching profession. Or as described by Shulman ( 2005 ) the coaching profession’s Signature Pedagogy. This exploration for evidence of signature pedagogies provides opportunity to deliberate on how coach
Julia Walsh and Fraser Carson
Mats M. Hordvik, Ann MacPhail and Lars T. Ronglan
In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?
One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.
The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.
Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.
Anna Stodter and Christopher J. Cushion
and teaching. Shulman ( 2005 ) takes a broader view in referring to sets of disciplinary assumptions and normative forms of learning and teaching as ‘signature pedagogies’: pervasive types of teaching that shape the fundamental ways practitioners are educated for their professions, implicitly defining
Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione
knowledge and skills to improve student learning. Parker, Patton, and O’Sullivan ( 2016 ) identify critical dialogue, public sharing of work, and communities of learners as signature pedagogies of professional learning in physical education. Patton, Parker, and Neutzling ( 2012 ), and Patton and Parker