"I Know When I Did It, I Got Frustrated": The Influence of 'Living' a curriculum for preservice teachers

Author(s)
Dillon, Michelle
Tannehill, Deborah
O'Sullivan, Mary
Keywords
Experiential learning frameworks
learning to teach
physical education
outdoor education
adventure education
teacher education

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URI
http://hdl.handle.net/20.500.12424/425419
Online Access
http://hdl.handle.net/10344/7205
Abstract
peer-reviewed
In addressing the theory-practice divide, this research provides valuable insight into preservice teachers' (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued facilitating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.
ACCEPTED
peer-reviewed
Date
2018-10-09
Type
info:eu-repo/semantics/article
Identifier
oai:ulir.ul.ie:10344/7205
http://hdl.handle.net/10344/7205
10.1123/jtpe.2016-0157
Journal Of Teaching In Physical Education
Copyright/License
Accepted author manuscript version reprinted, by permission, from Jouranl of Teaching in Physical Education,https://doi.org/10.1123/jtpe.2016-0157 © Human Kinetics, Inc.
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