18 SES 05, Using Technology to Empower Learning in Physical Education Settings
In the last decade, constructivist ideas have shaped educational practices, namely in teacher education. Constructivism thinking suggests that learning involves the construction of individual meanings within a process of interactions with others, in a social context (Rovegno & Dolly, 2006). Linked to this social theory of learning different concepts emerge: situated learning, that focuses on knowledge and learning in context, emphasising that the learner engages with others to develop/create collective understandings; and legitimate peripheral participation (LPP), that concerns to the process by which newcomers may become a full participant in a social practice. LPP is defined as the process by which old-timers of an activity or workplace assist newcomers, who initially assume limited responsibility, to progressively move towards full membership in the sociocultural practices of their community while interacting with the old-timers (Lave & Wenger, 1991:36). According to these ideas, Hagger and McIntyre (2006:51) suggest three basic processes to help preservice teachers to become skilful teachers: (i) models are necessary to guide their activities, (ii) practice is needed to try out activities for themselves (iii) feedback must be given, helping them to judge how well they are carrying out the activities.
This study sought to find out whether a teaching experimental model of Initial Teacher Education (ITE) based on a school-university collaborative practice was valued by the preservice teacher as a system which helped her: i) to enlarge her ideas about teaching and learning; ii) to develop her professional knowledge; iii) to better relate theory and practice and iv) to improve her teaching skills. Additionally, it is also examined the perceptions of participants about the students involvement in the learning process and related learning outcomes.
Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. . Maidenhead, UK: Open Univ. Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Rovegno, I., & Dolly, J. (2006). Constructivist perspectives on learning. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The Handbook of Physical Education. (pp. 242-261). London: Sage. Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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