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

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posted on 2024-12-13, 12:11 authored by Claire WalshClaire Walsh, DEBORAH TANNEHILLDEBORAH TANNEHILL, Ann Mac PhailAnn Mac Phail
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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