Primary Student Teacher Prior Experiences and Their Relationship to Estimated Competence to Teach the National Curriculum for Physical Education

Carney, Claire; Chedzoy, Sue

doi:10.1080/1357332980030102

Cited by 26 publications

(14 citation statements)

References 10 publications

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“…According to Carney and Chedzoy (1998) negative attitudes to a subject from past experiences will strongly affect preservice teachers' learning and reinforce their strong negative beliefs about their ability in this subject. Therefore effective, practical, positive and long term drama learning experiences throughout their initial teacher education course are imperative for preservice teachers to change possible negative attitudes and to become confident drama teachers in the classroom.…”

Section: Influence Of Background and Confidence On Teaching Dramamentioning

confidence: 99%

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

Russell-Bowie

2013

AJTE

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Section: Influence Of Background and Confidence On Teaching Dramamentioning

confidence: 99%

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

Russell-Bowie

2013

AJTE

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“…On average, primary teachers complete about 10 hours of PE training in their initial teacher training. Many teachers are relying on their own school experiences with PE and sport, hence their own teaching of PE is a reflection of their memories, both good and bad, rather than from the knowledge gained in professional pre-service training (Carney & Chedzoy, 1998;Morgan & Bourke, 2005). Specialized PE teachers complete four years of training to ensure they have the skills and knowledge to provide our children with quality PE outcomes.…”

Section: Primary School Context In New South Walesmentioning

confidence: 99%

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans

Curry²

2018

AGORA EFyD

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Abstract. A renewed focus on Physical Education in New SouthWales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools Keywords: Physical activity; physical education; primary schools; pedagogy; quality teaching; game centred teaching. Resumen. Un emergente nuevo enfoque de la Educación Física (EF) para la Educación Primaria en Nueva Gales del Sur, Australia, tiene el potencial de generar una forma de intervención que puede traer consigo positivas consecuencias a largo plazo para toda la población. La introducción de la EF dentro del Currículo Nacional va a provocar que se preste una renovada atención sobre el papel de la EF en las escuelas primarias australianas. El incremento de la obesidad como epidemia internacional abre la puerta para que la EF en las escuelas primarias contribuya positivamente a la mejora de la salud pública. En este contexto, unos buenos programas de EF para la educación primaria, desarrollados por profesorado formado para impartir una EF de calidad, pueden dar lugar a beneficios significativos a largo plazo. Por otra parte, hay también un importante corpus de investigación, pasado y presente, que vincula la actividad física al rendimiento académico. No obstante, no todos los docentes de educación primaria poseen los conocimientos ni la experiencia que les permita impartir una EF de calidad. Con el fin de lograr los resultados esperados, proponemos un enfoque de la Enseñanza Centrada en el Juego (Game Centered Teaching) y la subyacente pedagogía porque tienen el potencial de proporcionar unas experiencias más significativas para estudiantes y profesores. Para poner en marcha dicho enfoque, abogamos porque los responsables de su desarrollo en las escuelas sean los docentes especialistas en EF -y no personal subcontratado externo-.Palabras clave. Educación Física; actividad física; escuela primaria; pedagogía; calidad de la enseñanza; enseñ...

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“…Carney & Chedzoy, 1998;Virta, 2002;Guyver & Nichol, 2004;Morgan & Hansen, 2008;Cook, 2009), including memories of geography. For example, McPartland (1996) discovered different types of memories related to experiences of learning geography in school and recorded them as subject-, teacher-or self-oriented memories.…”

Section: Pre-service Teachers' Memories Of Their Time At Schoolmentioning

confidence: 99%

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Pellikka

Lutovac

Kaasila

2018

NorDiNa

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Literature acknowledges that pre-service teachers' memories of their past might influence how they see their future as teachers, and thus on the construction of their teacher identity. However, we know little about the nature of the relation between pre-service teachers' views of the ideal teacher and their memories of their own school teachers, particularly regarding specific subject disciplines, such as biology and geography. This study addresses the significance of this relation. Narratives from three pre-service elementary teachers reveal that positive memories of biology and geography teachers and future-oriented reflection connect their past and the ideal teacher. The findings suggest that just one positive memory can have far-reaching significance. In addition, their views of the ideal teacher were found not to be subject-specific. Finally, suggestions for teacher education are presented. Raimo Kaasila (PhD) is a professor of teacher education in the Faculty of Education, University of Oulu. His main research areas are pre-service teachers' beliefs and identity formation during teacher education, as well as affective domain and the use of narrative and rhetorical methods in teacher and mathematics education. ANNE PELLIKKA

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Primary Student Teacher Prior Experiences and Their Relationship to Estimated Competence to Teach the National Curriculum for Physical Education

Cited by 26 publications

References 10 publications

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

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