Students and staff’s opinions about the reflective practice process implemented in a pre-service physical education teacher programme

The purpose of this study was threefold: (a) to evaluate whether physical education teacher education (PETE) students were meeting minimum standards for physical

accounts of their lived experiences, questions were open-ended and aimed to gain insight on general experiences of DPA and PE within educational contexts.

77)………....………..28 Table 2.4: Research of reflective practice in physical education teacher education….…...………....69 Table 4.1: Key characteristics and

Intuitively for me, and this research, it seemed that key to understanding the coaching process was an understanding of the variables constructing the practical coaching context

In this way, S-STEP has supported me in determining ways to reframe my practice in order to better align my teaching beliefs and actions to maximize the benefits for my current

The legal regulation of these practices is recent, and definitions remain controversial [2] – probably because debates have focused on the majority of cases involving physical

Keywords: bilingual practices, conversation analysis, Swedish as a second language, collaborative writing sessions, language-related episodes, lexical problems, repair

This study explored student teachers’ ability to develop their own teaching identity whilst teaching collaboratively as a trio in a “University School Model” of initial