Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia

Meldrum, Kathryn 2011, Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia, Physical education and sport pedagogy, vol. 16, no. 2, pp. 133-144.

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Title Preparing pre-service physical education teachers for uncertain future(s) : a scenario-based learning case study from Australia
Author(s) Meldrum, Kathryn
Journal name Physical education and sport pedagogy
Volume number 16
Issue number 2
Start page 133
End page 144
Publisher Routledge
Place of publication Oxon, England
Publication date 2011-04
ISSN 1740-8989
1742-5786
Keyword(s) scenario-based learning
PETE programs
Summary Background: A key aim of a physical education teacher education (PETE) program is to promote wide and deep knowledge, enabling students to establish connections and understand contexts within and beyond education, physical education and their life worlds. Most often PETE programs equip students with content knowledge and pedagogical strategies that help them address current challenges, but less attention is directed to helping the students anticipate future challenges and engage with opportunities they may face as teachers.
Purpose: This paper presents a case study of scenario-based learning as it was implemented in a final year PETE program in an Australian university, as a means of preparing students for their future teaching careers.
Participants and setting: Twenty-five final year pre-service physical education teachers enrolled in the culminating unit of their physical education degree.
Data collection: Scenario-based learning was introduced to the students via class discussion and assigned tasks. Examples of student-written scenarios and reflection on the experience from the lecturer and student perspectives are analysed.
Findings: Although the cohort found the process of scenario-based learning daunting the post-unit questionnaires revealed that it was a valued and valuable means of exploring professional issues they will face in the future. Scenario-based learning was a powerful tool of learning as well as modelling a pedagogy students could use in the upper levels of secondary school.
Conclusion: This paper argues that scenario-based learning should be a key component of forward-looking PETE programs that encourage their graduates to solve problems about issues they may face as beginning teachers.
Notes First published on 07 October 2010
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
130210 Physical Education and Development Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2010
Copyright notice ©2011, Association for Physical Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034254

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Created: Fri, 15 Apr 2011, 16:35:17 EST by Kathryn Meldrum

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