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Understanding early-career physical educators’ theories of practice amidst curriculum change

Peters, Jacqueline L. 2020, Understanding early-career physical educators’ theories of practice amidst curriculum change, Ph.D. thesis, School of Education, Deakin University.

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Title Understanding early-career physical educators’ theories of practice amidst curriculum change
Author Peters, Jacqueline L.ORCID iD for Peters, Jacqueline L. orcid.org/0000-0001-5586-6379
Institution Deakin University
School School of Education
Faculty Faculty of Arts and Education
Degree type Research doctorate
Degree name Ph.D.
Thesis advisor Ollis, DebbieORCID iD for Ollis, Debbie orcid.org/0000-0003-1437-0160
Mooney, AmandaORCID iD for Mooney, Amanda orcid.org/0000-0001-8870-5811
Webster, ScottORCID iD for Webster, Scott orcid.org/0000-0002-5253-4894
Date submitted 2020-12-17
Summary This thesis explores early career physical education (PE) teachers' theorisation of their practice. Their articulations evidenced affect and effect as key drivers of their practice, with a focus on the learner as an individual beyond curriculum outcomes. Findings reveal PE as an important space for relational and affective learning.
Language eng
Indigenous content off
Description of original 285 p.
Copyright notice ©The author
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30162216

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Created: Thu, 03 Feb 2022, 10:41:34 EST by Leanne Swaneveld

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.