Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Abstract

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article was to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review included empirical research published in peer reviewed journals on the topics reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate the students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed, and suggestions for further research proposed.

Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education

“…Zeichner & Tabachnick, 1991). However, in the context of HE teacher education programs, investigations of effective strategies to enhance reflective practices is limited -especially in the field of physical education (Standal & Moe, 2013). General education and discipline-specific literature outlines that feedback is a key element of student learning, where a student's performance is expected to improve as a result of receiving, understanding and acting on feedback provided (Adcroft, 2011).…”

Connection between the attitudinal style and students’ assessment responsibility in Physical Education

“…En este sentido, diseñar y llevar a cabo una verdadera progresión en la autonomía de las tareas y del aprendizaje a lo largo de los cursos permite tener la oportunidad de experimentar lo aprendido, cada vez con un resultado más satisfactorio, coherente y de una manera progresiva (Vera & Moreno, 2007). Por lo tanto, la planificación del docente en cuanto al qué impartir y a la manera de hacerlo es fundamental, estableciendo consensos que favorezcan la búsqueda de líneas metodológicas comunes en el área que fomenten una autonomía progresiva del alumnado a lo largo de los diferentes cursos de su escolarización obligatoria (Standal & Moe, 2013).…”

Validación de un instrumento cuantitativo para medir la práctica reflexiva de docentes en formación

“…Algunos autores señalan la necesidad de desarrollar investigación cuantitativa que permita complementar la investigación cualitativa dominante en este campo y enriquezca la comprensión de la práctica reflexiva (Collin et al, 2012;Jaeger, 2013;Standal & Moe, 2013).…”