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Preparing pre-service teachers to design instructionally aligned lessons through constructivist pedagogical practices

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dc.contributor.author MacPhail, Ann
dc.contributor.author Tannehill, Deborah
dc.contributor.author Goc Karp, Grace
dc.date.accessioned 2013-11-08T15:45:09Z
dc.date.available 2013-11-08T15:45:09Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10344/3437
dc.description peer-reviewed en_US
dc.description.abstract Examining how teacher education influences preservice teachers‟ (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem-solving, group challenges) employed by teacher educators through the implementation of a rick task (Macdonald, Hunter & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education programme. Data were analyzed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem-solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs‟ attempts to design instructionally aligned lessons will guide the teacher educators in revising programme components and their own practice. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Teaching and Teacher Education;33, July, pp. 100-112
dc.relation.uri http://dx.doi.org/10.1016/j.tate.2013.02.008
dc.rights This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 33, July, pp. 100-112, http://dx.doi.org/10.1016/j.tate.2013.02.008 en_US
dc.subject constructivist pedagogy en_US
dc.subject learning to teach en_US
dc.subject instructional alignment en_US
dc.title Preparing pre-service teachers to design instructionally aligned lessons through constructivist pedagogical practices en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1016/j.tate.2013.02.008
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1438259


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