Faculty perspectives using practice-based teacher education in physical education

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dc.authorid0000-0001-5653-9038en_US
dc.contributor.authorWard, Phillip
dc.contributor.authorDervent, Fatih
dc.contributor.authorKim, Insook
dc.contributor.authorKo, Bomna
dc.contributor.authorXie, Xiuye
dc.contributor.authorDevrilmez, Erhan
dc.date.accessioned2023-03-06T10:43:50Z
dc.date.available2023-03-06T10:43:50Z
dc.date.issued2022en_US
dc.departmentKMÜ, Spor Bilimleri Fakültesi, Beden Eğitimi ve Spor Öğretmenliği Bölümüen_US
dc.descriptionWOS:000928384700001en_US
dc.description.abstractPurpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.en_US
dc.identifier.citationWard, P., Dervent, F., Kim, I., Ko, B., Xie, X., Devrilmez, E. (2022). Faculty perspectives using practice-based teacher education in physical education. Journal Of Teaching In Physical Education.en_US
dc.identifier.doi10.1123/jtpe.2022-0018
dc.identifier.issn1543-2769
dc.identifier.scopus2-s2.0-85165192365
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1123/jtpe.2022-0018
dc.identifier.urihttps://hdl.handle.net/11492/7054
dc.identifier.wosWOS:000928384700001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Sceince
dc.indekslendigikaynakScopus
dc.institutionauthorDevrilmez, Erhan
dc.language.isoen
dc.publisherHuman Kinetics Publ Incen_US
dc.relation.journalJournal Of Teaching In Physical Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPhysical Education Teacher Educationen_US
dc.subjectCore Practicesen_US
dc.subjectTeacher Education Pedagogiesen_US
dc.subjectPreservice Teachersen_US
dc.titleFaculty perspectives using practice-based teacher education in physical educationen_US
dc.typeArticle

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