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Classroom teachers' reflections on teaching physical education

by N Tsangaridou
Journal of Teaching in Physical Education ()
  • ISSN: 02735024

Abstract

The aim of this study was to explore preservice classroom teacher reflection in a physical education teaching and learning environment and to describe how the teachers' reflections related to their practices. Two preservice classroom teachers voluntarily participated in the study. Data were collected using observations, journals, documents, and interviews and were analyzed inductively (Patton, 1990). Four major themes emerged from the data: (a) the role of reflection, (b) reflection in action and reflection on action, (c) agency for changes in teaching practices, and (d) nature and focus of reflection. Findings suggested that the two participants considered reflection a necessity in teaching. Student progress and learning was the most powerful agency for changes to the participants' practices. Results also indicated that the participants' reflections related to pedagogical, content, and social issues of teaching, as well as pedagogical content knowledge, and that the nature of their reflection was mostly positive across the lessons.

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Readership Statistics

10 Readers on Mendeley
by Discipline
 
 
by Academic Status
 
20% Ph.D. Student
 
20% Student (Bachelor)
 
20% Senior Lecturer
by Country
 
10% United Kingdom

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