How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three

Simon Chapman

How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three

Education

Research output: Contribution to Specialist Publication › Bulletin/Magazine › peer-review

Abstract

This article, the third of five, explores the second research question from a Masters in Education thesis considering Primary Pre-Service Teachers’ (PPSTs) preparedness to teach Physical Education (PE) after competing Initial Teacher Education (ITE). The article focuses on developing subject content and pedagogical knowledge. It commences with a literature review focusing on an overview of perceptions concerning PE provision within ITE over time. Following this, a brief overview of the study’s methodology is provided before findings and recommendations for practice are made.

Original language	English
Pages	47-51
Number of pages	5
Volume	4
No.	2
Specialist publication	Birmingham City University Education Journal Magazine
Publication status	Published - 22 Mar 2024

Bibliographical note

The BCU Education Journal Magazine is licenced under Creative Commons CC-BY-ND 4.0. See: https://creativecommons.org/licenses/by-nc/4.0/ for details.

Keywords

Physical Education
Primary Teachers
Initial Teacher Education
Subject Knowledge
Subject Pedagogy
Professional Knowledge Model

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

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title = "How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three",

abstract = "This article, the third of five, explores the second research question from a Masters in Education thesis considering Primary Pre-Service Teachers{\textquoteright} (PPSTs) preparedness to teach Physical Education (PE) after competing Initial Teacher Education (ITE). The article focuses on developing subject content and pedagogical knowledge. It commences with a literature review focusing on an overview of perceptions concerning PE provision within ITE over time. Following this, a brief overview of the study{\textquoteright}s methodology is provided before findings and recommendations for practice are made.",

keywords = "Physical Education, Primary Teachers, Initial Teacher Education, Subject Knowledge, Subject Pedagogy, Professional Knowledge Model",

author = "Simon Chapman",

note = "The BCU Education Journal Magazine is licenced under Creative Commons CC-BY-ND 4.0. See: https://creativecommons.org/licenses/by-nc/4.0/ for details.",

year = "2024",

month = mar,

day = "22",

language = "English",

volume = "4",

pages = "47--51",

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Chapman, S 2024, 'How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three' Birmingham City University Education Journal Magazine, vol. 4, no. 2, pp. 47-51. <https://bcuassets.blob.core.windows.net/docs/bcu-ejm-4-2-133560095630635451.pdf>

How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three. / Chapman, Simon.
In: Birmingham City University Education Journal Magazine, Vol. 4, No. 2, 22.03.2024, p. 47-51.

Research output: Contribution to Specialist Publication › Bulletin/Magazine › peer-review

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AU - Chapman, Simon

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N2 - This article, the third of five, explores the second research question from a Masters in Education thesis considering Primary Pre-Service Teachers’ (PPSTs) preparedness to teach Physical Education (PE) after competing Initial Teacher Education (ITE). The article focuses on developing subject content and pedagogical knowledge. It commences with a literature review focusing on an overview of perceptions concerning PE provision within ITE over time. Following this, a brief overview of the study’s methodology is provided before findings and recommendations for practice are made.

AB - This article, the third of five, explores the second research question from a Masters in Education thesis considering Primary Pre-Service Teachers’ (PPSTs) preparedness to teach Physical Education (PE) after competing Initial Teacher Education (ITE). The article focuses on developing subject content and pedagogical knowledge. It commences with a literature review focusing on an overview of perceptions concerning PE provision within ITE over time. Following this, a brief overview of the study’s methodology is provided before findings and recommendations for practice are made.

KW - Physical Education

KW - Primary Teachers

KW - Initial Teacher Education

KW - Subject Knowledge

KW - Subject Pedagogy

KW - Professional Knowledge Model

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JO - Birmingham City University Education Journal Magazine

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How Prepared are Primary Pre-Service teachers when Teaching Physical Education? Do University-based lectures Effectively Develop PPSTs' PE Subject Knowledge and Subject Pedagogy? Part Three

Abstract

Bibliographical note

Keywords

UN SDGs

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