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The perceived needs of teacher educators as they strive to implement curriculum change

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journal contribution
posted on 2022-04-01, 10:36 authored by Claire Walsh, Deborah Tannehill, Ann MacPhail
The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.

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Publication

Curriculum Studies in Health and Physical Education;

Publisher

Taylor and Francis

Note

peer-reviewed

Language

English

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