Bowles, Richard and Sweeney, Tony and Coulter, Maura
(2023)
Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education.
European Journal of Teacher Education.
ISSN 1469-5928
Abstract
Collaborative self-study provides teacher educators with opportunities
to enhance professional learning. This paper explores how
three teacher educators used this approach to support their learning
while introducing the pedagogy of Meaningful Physical
Education (MPE) to pre-service teachers (PSTs). Thematic analysis
of reflections, critical friend feedback and online conversations
were used to generate three themes: Collaborative Self-study
helped us to learn about our practice; learn how to support student
learning; and learn how to introduce pedagogical innovation.
Collaboration reinforced resolve and sustained change through
sharing experiences, content, resources, and outcomes. While the
context for this study was PE, we believe the findings are relevant
for all initial teacher educators seeking to develop their practice.
Further research into collaborative self-study practice of pedagogical
innovation across varied curricular areas could enhance teacher
and student learning.
| Item Type: |
Article
|
| Keywords: |
Meaningful physical;
education; collaborative selfstudy;
pedagogical;
principles; professional;
learning; collaboration; |
| Academic Unit: |
Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education |
| Item ID: |
17908 |
| Identification Number: |
https://doi.org/10.1080/02619768.2023.2282369 |
| Depositing User: |
Tony Sweeney
|
| Date Deposited: |
07 Dec 2023 14:58 |
| Journal or Publication Title: |
European Journal of Teacher Education |
| Publisher: |
Taylor & Francis (Routledge) |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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