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A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education

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dc.contributor.author Fletcher, Tim
dc.contributor.author Ní Chróinín, Déirdre
dc.contributor.author O'Sullivan, Mary
dc.date.accessioned 2017-08-29T11:22:00Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/10344/6037
dc.description peer-reviewed en_US
dc.description.abstract In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors' development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year's data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Studying Teacher Education;12 (3), pp. 302-319
dc.relation.uri http://dx.doi.org/10.1080/17425964.2016.1228049
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Studying Teacher Education copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/17425964.2016.1228049 en_US
dc.subject physical education en_US
dc.subject interactivity en_US
dc.subject professional learning en_US
dc.subject self-study en_US
dc.subject pedagogy en_US
dc.title A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education 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.date.updated 2017-08-29T11:13:38Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/17425964.2016.1228049
dc.contributor.sponsor IRC en_US
dc.date.embargoEndDate 2018-03-01
dc.embargo.terms 2018-03-01 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2698464
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Studying Teacher Education
dc.description.status peer-reviewed


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