Developing and articulating a pedagogy of physical education teacher education using models-based practice

Baker, Kellie M. (2020) Developing and articulating a pedagogy of physical education teacher education using models-based practice. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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Abstract

As teachers and researchers of teaching, teacher educators are essential to education reform. Yet, what is known and understood about the ways in which teacher educators develop their personal pedagogies of teacher education using innovative practice is under-researched. In my research, I used self-study of teacher education practice (S-STEP) methodology to examine the development and articulation of my personal pedagogy of physical education teacher education (PETE) using innovative practice in the form of Models-Based Practice (MBP). I focused specifically on teaching pre-service teachers about and through four pedagogical models: Teaching Personal and Social Responsibility, Cooperative Learning, Peer Teaching, and Teaching Games for Understanding. Participants included me as the teacher educator-researcher and nine pre-service teachers (PSTs) enrolled in three distinct PETE courses. Over the course of 18.5 months, the following data were gathered: a reflective teacher journal, 79 annotated learning plans, course artifacts (e.g., syllabi), participant and non-participant observations, 27 PST individual interviews, two PST focus group interviews, and PST work samples (e.g., 16 PST reflective writing assignments). I used a deductive approach to map concepts from occupational socialization theory and pedagogy of teacher education theory onto the data. The main findings included: (a) implementing MBP in PETE is complex and fraught with challenges, (b) developing teacher education practice is a multi-layered and problematic undertaking, (c) PSTs’ voices are essential in developing deeper and richer understandings of teacher educator practice, and (d) the development and articulation of principles of practice and a pedagogy of teacher education have fundamental implications for both the teacher educator-researcher engaging in S-STEP but also for other teacher educators. My research findings offer insights into how principles of practice and a pedagogy of teacher education might be examined, developed, and shared for use by other teacher educator-researchers. In addition, my research builds on the limited understanding of MBP implementation and influential factors that contribute to the challenges that teacher educators face in its enactment in PETE. Findings from my research also build on the crucial role of interaction in S-STEP by establishing the value of PSTs as critical contributors in the development of teacher educators’ personal pedagogies.

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