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Developing deeper understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning

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dc.contributor.author Fletcher, Tim
dc.contributor.author Ní Chróinín, Déirdre
dc.contributor.author O'Sullivan, Mary
dc.date.accessioned 2019-11-18T14:19:14Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10344/8240
dc.description peer-reviewed en_US
dc.description.abstract In this research we examined the ways we accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasising the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. Our experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Professional Development in Education;45 (5), pp. 832-847
dc.relation.uri http://dx.doi.org/10.1080/19415257.2018.1550099
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Professional Development in Education 2019copyright Taylor & Francis, available online at :http://dx.doi.org/10.1080/19415257.2018.1550099 en_US
dc.subject physical education en_US
dc.subject meaningful en_US
dc.subject reflection en_US
dc.subject reflective practice en_US
dc.subject self-study en_US
dc.title Developing deeper understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning 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 10.1080/19415257.2018.1550099
dc.date.embargoEndDate 2020-05-27
dc.embargo.terms 2020-05-27 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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