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Chen, Weiyun; Burry-Stock, Judith A.; Rovegno, Inez

doi:10.1023/a:1008138129634

Cited by 16 publications

(18 citation statements)

References 24 publications

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“…Under the guidance of constructivism (Chen, Burry-Stock & Rovegno, 2000), the project-based teaching method re-integrates the teaching contents of the traditional discipline system through the form of projects. The knowledge content to be mastered is divided into several relatively independent teaching projects, each of project has a certain task.…”

Section: Project-based Teachingmentioning

confidence: 99%

Research on Oral English Flipped Classroom Projectbased Teaching Model Based on Cooperative Learning in China

2018

EDUC SCI-THEOR PRACT

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Project-based teaching method is a new task-driven and project-oriented teaching mode, it has become an effective means of practical teaching. However, in the process of project-based teaching, there are also some problems, such as difficult to control classroom teaching time and so on. As a new teaching mode under the background of informationization, flipped classroom can fully realize students' principal position in learning activities. Based on the applied research of English oral flipped classroom teaching, the concept of flipped classroom teaching is integrated into project-based teaching in this paper. By using flipped classroom and cooperative learning, students can reduce the time of teachers' classroom instruction and increase the time of students' participation in project practice through independent learning of network courseware before class, it can make up for the shortcoming of classroom teaching time in project-based teaching.

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Section: Project-based Teachingmentioning

confidence: 99%

Research on Oral English Flipped Classroom Projectbased Teaching Model Based on Cooperative Learning in China

2018

EDUC SCI-THEOR PRACT

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“…Constructivist principles provide conceptual foundations for redefining teachers' roles and establishing new teaching practices. For example, it can be applied in contexts where the activity focuses on game understanding and the cognitive and social engagement of the learners in physical education and sports [6][7][8]. Observations considering teacher education across theoretical perspectives have robustly noted that preservice teachers' (PST) prior knowledge and experience influence their learning both positively and negatively [4].…”

Section: Introductionmentioning

confidence: 99%

“…There are few instruments available with which to examine the perceptions of PSTs regarding constructivist teaching practices [20][21][22] and behaviors [23]. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) was originally developed and validated in order to identify the constructivist-oriented teaching practices of teachers in the United States [8]. The questionnaire has since been validated in other contexts, such as Turkey [24], Greece [25], and Brazil [26].…”

Section: Introductionmentioning

confidence: 99%

“…However, in the Brazilian context, only content validity was performed. CTPI-EPE has been noted as a valid instrument by which to measure in-service teachers [8,24]. Data based on the questionnaire has provided specific direction for curricular and instructional approaches that successfully improve PSTs' learning regarding constructivist-oriented teaching practices [8].…”

Section: Introductionmentioning

confidence: 99%

“…CTPI-EPE has been noted as a valid instrument by which to measure in-service teachers [8,24]. Data based on the questionnaire has provided specific direction for curricular and instructional approaches that successfully improve PSTs' learning regarding constructivist-oriented teaching practices [8]. Nevertheless, there is no information available concerning the cross-cultural validity of the questionnaire when applied to physical education PSTs' constructivist-oriented teaching practices, or its use in exploring sources of variation across PSTs' constructivist-oriented teaching practices, as was recommended during original conception [8].…”

Section: Introductionmentioning

confidence: 99%

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Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers

Backes

Ramos

Quinaud

et al. 2022

IJERPH

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Constructivism is used as a powerful theoretical outlook to support teaching, learning, and curriculum in physical education and sport. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) is a valid instrument for assessing in-service teachers. However, there is a need to translate constructivist teaching practices for PE into other languages. This study examined the validity of the Portuguese version of the adapted CTPI-EPE for Brazilian physical education preservice teachers (PST). The sample comprised of 869 physical education PSTs from Brazil. Data were collected through an online form. Aiken’s V was used to examine content validity, and Bayesian methods used for exploratory and confirmatory factor analysis. The results showed adequate content and internal structure of the translated and adapted questionnaire. This study highlighted the validity of the Portuguese version of the CTPI-EPE, which could be considered an important instrument for self-reflection by PSTs, and provide information for improved training in higher education toward constructivist teaching.

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The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

King

Specht

Petersen

et al. 2014

Educational Research

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Background: There is growing interest in identifying changes in ways of practice associated with the growth of professional expertise. Research on highly experienced or expert teachers and therapists (i.e. occupational, physical and behavioural therapists) can provide insights into how they approach practice, providing guidance for new practitioners. Purpose: The objective was to compare and contrast children's mental health therapists' and elementary/secondary schoolteachers' perceptions of changes in perspectives and approaches related to the development of expertise. Sample: Nine children's mental health therapists and five teachers/principals took part. Design and methods: Using a nested sampling design, therapists and teachers/principals were selected based on years of experience and peer reputation, and participated in two separate focus groups. Similarities and differences between the practice groups were examined qualitatively, using cross-group analysis. Results: Common reported changes in perspective included the development of open, broad, flexible and relational perspectives. Changes in approach included a focus on children's needs/desires, psychosocial issues/outcomes and realistic goals. Conclusions: The findings indicated how expert practitioners viewed their practice as changing over time, contributing to a better understanding of the nature and development of expertise in children's service practitioners. The findings suggest the importance of paying attention to children's needs/desires, cultivating awareness of their motivation and psychosocial issues, and setting realistic goals. Practitioners linked these changes in perspective and approach to more positive life and learning outcomes for children, which may have implications for guiding the practice of more novice teachers and therapists.

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Untitled

Cited by 16 publications

References 24 publications

Research on Oral English Flipped Classroom Projectbased Teaching Model Based on Cooperative Learning in China

Research on Oral English Flipped Classroom Projectbased Teaching Model Based on Cooperative Learning in China

Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach

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